Strong concern persists within this profession for improving teaching, as evidenced by this session and other similar sessions on innovations in teaching at the annual meetings. The emphasis and concern exist throughout the year at teaching departments and in extension groups. The impetus comes from within the profession-faculty and students--and outside, including college deans,colleagues in other disciplines, and employers. A brief synopsis of recent discussions at annual meetings will give additional perspective to discussion here. In 1974, Snodgrass and French each presented excellent papers on taking the student to the real world or bringing the real world to the student. Discussion in the 1975 meeting centered on the nature of the graduate wanted by diverse employers and how to provide the desired product (Luby). In 1977, Roberts and Lee presented a study of student and teacher thinking and learning psychology and suggested implications for teaching strategies. The papers from all these sessions are recommended for review. It is no surprise that all the questions and problems are not resolved despite past efforts. Students vary in prior education, motivation, goals, academic ability, experience, and skills. There is not a perfect fit between teaching strategy and result even when the nature of the teaching situation is given. Time and resource constraints exist for students and faculty. Students have limited years to spend and courses to take. Great discipline is required to avoid proliferation of courses. Faculty must publish as well as teach and there is a limit on time devoted to teaching. Uncertainty exists about future needs of graduates. Returning graduates frequently cite the need for other training, e.g., better communicative skills and more mathematics, accounting, and general training, as well as proficiency in the discipline (Luby). Thus, more than one curriculum and teaching strategy is defensible. Because the whole process is not certain and the teaching science is inexact, it is appropriate to continue searching and studying innovations, as in this annual meeting. The papers in today's session collectively identify and evaluate issues relating to what and how to teach. I will comment on each paper in the order presented.