The purpose of precision teaching is to modify those academic or social behaviors that are in need of change, as effectively and efficiently as possible. Development of a precision teaching program involves pinpointing the target behavior, administering daily probes, charting the data, setting the aim, implementing the instructional strategies, and evaluating the program. The target behaviors must be able to be pinpointed, meaning they must be observable, repeatable, and have a discrete beginning and ending point. The pinpointed behaviors have five characteristics: frequency, duration, latency, magnitude, and intensity. The level of functioning must be determined for each student within each academic area; this is accomplished through the development and administration of three types of probes: mixed probes, single probes, and tool skill probes. Guidelines are offered for developing, administering, and scoring probes. The data resulting from the probes are then graphed on a chart. Following these baseline measurements, an intervention condition is implemented. In this phase, an instructional goal is made, an instructional strategy is selected, and the frequency data are charted. The effectiveness of the intervention can then be measured through graphing. Graphs and learning exercises for teachers are incorporated throughout the text. (JDD)