Educational interventions that are currently in vogue in higher education settings are based upon constructivist approaches, whereby students learn content within the context of authentic activities and problem-based scenarios. Certainly these approaches have value, but proponents of these approaches have been somewhat successful in convincing higher education faculty members that more traditional approaches to instruction are retrograde and do not allow for organic and fluid types of learning. The authors find it disappointing that broader arrays of approaches are not deemed as worthy. They have found that, particularly in teaching developmental courses, a more traditional use of instructional systems design (ISD) can allow for an educational experience that is fluid and organic and that meets students' needs. This article has two central purposes. The authors defend the view that ISD can be useful for meeting the needs of many college students. Such a defense is intended for those who do not see the value of ISD within higher education settings. As an additional central purpose, they offer a case example of how they applied the Morrison, Ross, and Kemp Model of ISD within a higher education setting. Their application illustrates the balance between providing students with structure and allowing for fluid and organic learning. (Contains 2 tables and 2 figures.)