This article describes a course in life-span development designed particularly for students in counselor education programs. The description focuses on basic assumptions underlying the course plan, objectives of the course, and instructional methods and materials. Learning activities presented in detail include ones requiring students to: (1) describe how client characteristics at different age levels influence counseling practice; (2) explain how widely held attitudes in a society can influence counselees' problems; (3) obtain pertinent normative data from the professional literature; (4) define "normal development" in a suitable form for making counseling decisions; (5) select assessment methods appropriate for different age levels; and (6) engage in simulated counseling dialogues. The article concludes that each time the course was taught it became apparent that the age levels most students knew least about were those of childhood and old age, and the counseling techniques they knew most about were person-centered therapy, behavioral approaches, and educational guidance. It is noted that plans were made to strengthen knowledge and skills for working with children and the aged. (Author/ABL)