When the New Zealand Qualifications Authority began designing the National Qualifications Framework, it was discovered that the modular studies program in Tikipunga High School was a model of the type of preparation needed to implement the framework. Characteristics of the Tikipunga modular studies program are as follows: (1) a 6-week semester for each area of learning; (2) precise learning outcomes for each module; (3) criterion-referenced assessment; (4) assessment of student performance shared with the student after each module; (5) mastery learning where appropriate; (6) content overlaps and gaps identified and resolved; and (7) students working at their own learning level rather than at their age level. Six issues critical to changing to modular studies were identified: leadership and coordination, teacher participation, assessment procedures, guidance structure, staff development, and support of the wider community. High schools can change to modular studies by following six steps used at Tikipunga: calling a general meeting, establishing a work group, deciding to make the change, establishing a committee to work out the details of the change, establishing groups to implement parts of the program process, and conducting a formal evaluation. The Tikipunga experience demonstrates the following advantages of the modular studies approach: reexamination of educational philosophy; a learner-focused approach; a flexible timetable; shortening of the working and learning span; clearly stated learning outcomes; a well-developed system of pretesting that enables students to receive examination credit for a module or take a preparatory module; informative assessment; changes in disciplines and subject boundaries; increased teacher awareness, participation, and motivation; and staff teaching to their own strengths. (Four appendices provide a form for module selection, a timetable of module offerings in 1991, three case histories of module selection, and a flowchart for an evaluation process.) (CML)