This paper reports on an instructional program based on the assumption that behavioral change on the part of the student will be most effective when it is both intentional and insightful. Changes on the part of the students which are clearly specified before instruction and which are the explicit objectives of the instruction are described as intentional. Insightful refers to the student's acceptance of responsibility in self-directing or pacing of the learning task which implies that the student accepts the learning tasks and has the responsibility for pacing his own activities within that learning task. In designing a self-paced teacher education program, the designers found the following four steps to be essential: (1) Instructional materials had to be systematically designed with explicit behavioral goals and a specific relationship between each of the objectives and the instructional activities; (2) The objectives for the first set of instructional modules were listed on separate cards and sequenced in what appears to be a logical hierarchy; (3) A self-diagnostic test was essential so that each student could identify those tasks that he could do on entering the program; (4) Knowing what he could already do was important to the student because it revealed what he could not do. (BR)