This paper describes a contract approach to teaching a graduate course in educational psychology at Kent State University. The instructor, operating from a set of four premises, offered students a choice of differentially weighted project tasks, with specific criteria, which must total a minimum of 50 points. Options included a film critique (5 points), library research (30 points), book critique (20 points), and a group oral report (15 points). Any student not attracted to the options could offer alternative suggestions and negotiate for points. Next, each student signed a contract agreement statement. Finally, each student was asked to complete an extensive questionnaire evaluating the course, contract, and the attainment of course objectives and to complete the Bills' Index of Adjustment and Values, indicating their contract choice so that variables related to choice could be studied. In conclusion, the instructor plans to keep contract options only for those students who can demonstrate subject area mastery at both lower and higher levels of the cognitive domain. (PD)