The means and advantages of incorporating participation experiences into an instructional program to promote the development of effective student participant roles are presented in this paper. Several alternative approaches are reviewed historically and three types--observer, action, and competency--are discussed. A rationale for a competency-based approach is explained as one in which students gain basic political knowledge through a framework which compares and explains common political experiences; basic intellectual skills are gained through participation in class and school activities; and participation competenceis are developed through continuous activities in school political life. Such a program, Comparing Political Experiences, is described as developed by the High School Political Science Curriculum Development Project at Indiana University. The goal of this program, social self-fulfillment, the underlying assumptions, and implications are reviewed. These assumptions and evidence to support them generate an argument for this approach to social studies education which is diagrammed and summarized. The conclusion traces the argument, points out further problems and prospects, and confirms this program as a means to constructively advocate participation without promoting particular political structures, roles, or issue positions. (KSM)