A LTHOUGH the topic assigned to me concerns the teaching of advanced marketing courses in specialized programs, the problems concerned with planning, organizing, and presenting marketing information to students in advanced, specialized courses are fundamentally the same as problems connected with formulating and developing any advanced courses in the marketing field. During the last few years our Association has devoted considerable attention to the improvement of teaching methods in marketing; and the results of our discussions in this direction are directly applicable to the narrower subject I am discussing today. However, opportunity still exists for substantial improvement. Previous speakers have presented a number of problems that still remain to be solved satisfactorily if we are to fulfill our obligations as teachers. I hope that our discussions and exchange of ideas in these meetings may continue, for in this way our problems are clearly outlined and suggestions for their solution are presented and developed. Thus a marked increase in teaching effectiveness should be brought about. The suggestions advanced in this paper are intended to apply particularly to graduate students in specialized programs. No attempt is made to discuss the teaching of all advanced marketing courses nor to apply the suggested courses of action to advanced undergraduate students, although there may be entirely logical applications to these other problems. All institutions offering courses designed especially for graduates, and this applies to the larger schools in particular, attract students from a wide variety of colleges and universities where a diversity of training has been received in undergraduate courses, including marketing courses. Furthermore, students enter upon their graduate work with varying backgrounds and experience both within and without their fields of specialization. Because of these conditions, it appears highly desirable that a brief review of those fundamental principles which have a distinct bearing on the material presented in the specialized course should precede the introduction and analysis of the new, advanced material. Such a procedure serves to clarify and strengthen the foundation upon which the new structure must be built, remedies some of the deficiencies of former training, and starts all members of the class upon a more nearly equal basis. It is important that we do not lose sight of the fact that we must build, and build as solidly as the materials at our command will permit, upon a foundation that has already been laid, strengthening it where necessary, but preserving and reinforcing that which is good, rather than destroying the old foundation and building anew. After all, the primary consideration in all teaching is the student; methods, materials, and teachers are all subordinate to him!