The purpose of this paper is to provide guidance for instructional sequencing in emotional literacy curricula. First, the concepts of instructional sequence and the problems involved with instructional sequence in the affective domain of learning are addressed. Then, through the analysis of the emotional literacy curriculum, Promoting Alternative Thinking Strategies (PATHS) as an exemplary case, general principles are inferred for instructional sequencing in emotional literacy learning. From these, principles for micro-level (within-lesson) sequencing and macro-level (curriculum) sequencing are derived. Factors influencing these sequencing principles are discussed. Six figures outline the following: (1) definitions of the dimensions of affective development (from Martin & Reigeluth, 1999); (2) a conceptual model for affective development (from Martin & Reigheluth, 1999); (3) seven steps of a lesson and the script; (4) micro-level sequencing strategies in PATHS; (5) genera of feelings and relationships in the PATHS; and (6) macro-level sequencing. (Contains 15 references.) (Author/AEF)