A project was undertaken to examine sources of variety in developmental survey courses found under the headings of developmental psychology and human development. Specifically, the project sought to determine how development-related content and pedagogy were customized to adapt to such academic contexts as psychology major courses and service for professional programs in education, nursing, and therapy and to identify problems associated with adapting content. Tensions were identified in all courses with respect to achieving depth versus breadth, emphasizing theory versus practical application, and stressing research findings versus personal experiences as a knowledge base. Twenty catalog descriptions and course syllabi were examined for similarities and differences in content and delivery, finding no consensus regarding minimal requirements for content and large discrepancies in the age ranges covered and topical versus chronological organization. Moreover, the varied emphases in subject matter found among colleges and between departments within colleges made it difficult for transfer students to earn equivalent course credit. One solution for overcoming the differences is to emphasize teaching methods that foster "liberal skills," assigning case study analyses, behavior observations, or field interviews to help develop research, writing, problem-solving, observation, interviewing, interpersonal, and thinking skills. (TGI)