An input output model for individualizing learning in computer-assisted instruction (CAI) is analyzed, specifying a stimulus array, cognitive processes, and response requirements. These three components are discussed as keys to both instructional and curricular development processes; the appropriate use and control of instructional strategies are considered in relation to the three components. Next, a description of a systems model for CAI curriculum development (including a discussion of problem identification, task analysis, entry behaviors, behavioral objectives, instructional strategies, media assignment, and field tests and studies) and a description of the staff roles (including content scholars, behavioral scientists, physics writers, CAI coders, media specialists, computer operators, computer systems programers, data analysis programers, CAI proctors, and graduate students) which developed from a physics CAI project at Florida State University comprise the major portion of this report. Also included are a brief description of data analysis and management techniques and a summary which isolates eight factors important in determining the rate of development and success of a computer-based curriculum project. (SP)