This paper compares the curriculum design model developed by R. W. Tyler (1902-1994) with a model of instructional design at Siena College, Albany, New York, as exemplified in a course taught by L. Stokes, professor of accounting. Tyler's model, which became the basis for many other models of instruction, consisted of four parts: (1) defining objectives of the learning experience; (2) identifying learning activities for meeting the defined objectives; (3) organizing learning activities for attaining the defined objectives; and (4) evaluating and assessing the learning experiences. An interview with L. Stokes provided insight into his curriculum design model. A review of Tyler's work and the interview with Dr. Stokes lead to the conclusion that their two models have comparable strategies for designing curriculum and instruction. Both models value the individual learner. As does the Tyler model, L. Stokes uses assessment to achieve the defined learning objectives and promote participatory learning through interesting activities. (SLD)