This paper reviews the evolution and implementation of the "Sesame Street" curriculum relating to the development of language and prereading skills. The first section gives a brief history of the Children's Television Workshop, describes the operational model followed by the Workshop in carrying out its initial experiment, and suggests application of the model to future Workshop productions. The second section specifies the language and prereading goals represented in the "Sesame Street" curriculum and discusses the reasons for their inclusion. These goals include improving self-concept, general concept development, and the development of specific perceptual skills. Behavioral goals related to the learning of letters are listed and discussed in detail. The third section describes many of the production techniques and teaching strategies used to implement these letter-learning goals. The problems of sequencing and scheduling instruction for broadcast television are considered. The fourth section provides some preliminary data on the ability of viewers to name certain letters. The evidence suggests that some success has been achieved in teaching letter identification. The final section is a summary. A statement of instructional goals for the 1970-1971 experimental season of "Sesame Street" is appended. (Author/WY)