This paper explores the possibility of integrating cognitive theory into an established instructional development model, i.e., Gagne's nine events of instruction. Based on the third edition of Gagne's book, this paper describes the most up-to-date notions of how cognitive theory impacts on this development framework. Each of the nine events is presented in a separate section, together with the learning process associated with that instructional event and current cognitive theories as they relate to it: (1) Gaining Attention. Reception of patterns of neural impulses; (2) Informing the Learner of the Objective. Activating a process of executive control; (3) Stimulating Recall of Prerequisite Learnings. Retrieval of prior learning to working memory; (4) Presenting the Stimulus Material. Emphasizing features for selective attention; (5) Providing Learner Guidance. Semantic encoding; cues for retrieval; (6) Eliciting Performance. Activating response organization; (7) Providing Feedback about Performance Correctness. Establishing reinforcement; (8) Assessing the Performance. Activating retrieval; making reinforcement possible; and (9) Enhancing Retention and Transfer. Providing cues and strategies for retrieval. It is concluded that, although not all of the events of instruction match up perfectly to cognitive theory, cognitive apprenticeship, or microworlds from constructivistic learning theory, instructional developers can keep the field in a state of growth by conducting further studies of new learning theories and how and if they are complementary to existing theories of instructional development. (25 references) (BBM)