This special issue explores alternative approaches to teaching the college introductory economics course. Using insights gained from learning theory, suggestions from the Joint Council on Economic Education, and trial and error, several faculty members at the Florida State University experimented with various techniques and approaches designed to improve introductory economics. This journal describes the information gained from their experience. It also provides detailed course outlines which will enable college teachers to present macro- and microeconomics courses such as the ones described. (Author/RM)