Although the value of Instructional Systems Design (ISD) had been proven, ISD had never been applied on a large-scale in a developing country until A.I.D. funded such an effort in the Republic of Korea (ROK) from 1972-77. This report draws several conclusions based on this success. Although converging factors -- deep cultural respect for education, a growing cadre of trained educators, an urgent need for educational reform, and a motivated government -- made the setting ideal, the project clearly proved the value of ISD to a developing country's educational system. In seeking to provide cost-effective education to prepare Korea's youth to enter the working world, the project, implemented by Florida State University, established the Korean Educational Development Institute (KEDI) to orchestrate reforms, including a modernized curriculum reflecting Korean culture and the technical needs of a growing economy; development of guides to upgrade instructors' capabilities; the introduction of Instructional Radio, Educational Television, and correspondence high schools; a rapid increase in higher education enrollment; abolition of private tutoring which had favored the wealthy; and creation of an Educational Research Information Clearinghouse and a 14-year Educational Development Plan. The report concludes that: (1) many countries need institutions such as KEDI, staffed by committed and purposeful people, to invent functionally useful educational practices; (2) flexible project execution is essential to meet changing circumstances and maintain host country support; (3) A.I.D. programs should give priority to proven technologies in which the United States leads; (4) continuity of technical assistance from a qualified source strengthens a donor's contribution; (5) in any potentially controversial project, selling the project concept is as important as good implementation; and (6) donors often attempt too much without providing adequate time and money. The evaluation methodology and a list of interviewees; notes on the authors; a 12-item bibliography (1971-81); project and education sector data; an overview of KEDI; lists of KEDI publications and visitors to KEDI; and recommendations for the ROK are appended.