The purpose of this paper is to review literature on analogical reasoning, to work out the implications of Polya's model of analogical problem solving, and to propose an alternative model of instructional design based on the use of analogical reasoning. Justification of the model is based on research on the nature of analogical thought and an examination of analogous design models from other fields. In particular, Thorndike's and Gagne's theories of transfer of cognitive skill are discussed, as well as levels of knowledge, cognitive processes, and memory. It is concluded that because there exists a class of instructional design problems that may be amenable to analogical problem solving, a model of such a design can be constructed. (9 references) (DB)