Education and time spent on learning is always pays back, right? Does professional looking instructional media means effectiveness? Is education and training are the same? Perhaps many questions popping up in our minds similar to that nature. In many cases, technology becomes a savior for those of us whom may have more questions than answers. E-learning and other fancy gagetary mock ups can dazzels many eyes, nonethless it’s not sufficent for easing up pains in many hearts and minds. Professor David Merrill, a distinguished scholar in the instructional design field calls e-learning as e3 effective, efficient, and engaging learning environment, content, and design. First Principles of Instruction: Identifying and Designing Effective, Efficient, and Engaging Instruction is published by Pfeiffer Publishing in 2012. The first edition of this book is intented to identify and design e3 instruction in all instructional settings, for learners of any age, and for all subject-matter areas, both in training and education. Many valuable researchers, academics, and respectful scholars produce very illuminating studies, by the same token academia fails short in most times to come up with practically applicable theories, models or ideas. This is the start point of this book as the author stated. Merrill, by pressing his finger to this fact by stating that he in 2002 published a paper in Educational Technology Research and Development titled First Principles of Instruction. Although the principles written in the paper seemed obvious to many practitioners, applying these principles to instructional designs appeared complex. This book was written to bring more of an applicabilitiy of design and instruction principles written in that journal article. This book is organized in three parts. Part I: Identifying e3 Instruction. Part II: Designing e3 Instructions. Part III: Support for First Principles of Instruction. The first part describes the principles and draws a road map as to how to critique existing courses, modules or lessons in the line of examing their effectiveness, efficiency, and engagement. Second part provides guidance in how to design instruction to incorporate design principles. Third part includes how to use research to support or iterate instructions and designs that are already in use. The last part also covers evaluations and implementations of instructional theories and their use. The organization of this book is unique and enables the reader become self sufficient both for academic and paractical uses. Chapters begin with a pleriminary figure that relates terminology, concepts, and principles and incorporates them with previous and subsequent chapters in the book. Quick Look section aims to answer questions related to the chapter. Key Words section includes initial vocabulary used in the chapter and helps reader to better understand the content. Examples for better understaning the principles of instruction and