This paper is intended to provide the instructional technologist already possessing some understanding of expert systems with some insight into two of the many steps involved in the design and production of such systems: knowledge acquisition and knowledge structuring or representation. It is also intended to help technologists to see how they might fit themselves into the knowledge engineering (i.e., expert systems building) paradigm. A generalized model for the design and production of an expert system is examined with particular emphasis on the first two steps--knowledge acquisition and knowledge representation--and the relationship between the instructional development process and the knowledge engineering process. Characteristics of the ideal knowledge acquisition engineer are compared to those of the ideal instructional developer, showing that the two processes are very similar and that a cross-fertilization of ideas and techniques between the two fields is both possible and profitable. (Contains 20 references.) (ALF)