The proposal in this document is based on the assumption that learning to learn is the most important outcome of professional and all formal education. It is suggested that a primary task of instruction is to assist the student to move from external motivation to internal motivation for learning and continuing to learn. It is proposed that these outcomes can best be facilitated by making two reforms in student evaluation procedures: (1) changing to a pass/no pass system of grading and (2) using criterion-referenced instruments, as opposed to norm-referenced instruments, as a basis for evaluation. An experimental approach to these methods are currently being tested in the Purdue University Department of Veterinary Anatomy. Students are given the mastery standard, provided with numerous instructor and student-generated evaluation items. Students in this program no longer may receive a failing grade in the health professions courses. Until mastery is achieved, the student will receive an incomplete. If, after repeated attempts, he appears unable to pass, he should be counseled to consider other career options. In neither case does he even receive a failing grade or symbol. A significant outcome of the procedure is that learning is allowed to happen and the student is allowed to discover for himself his own level of excellence. (HS)