It was the summer of 1945 at Teachers College, Columbia University. I looked through an open door into a spacious office. Seated at an orderly desk at the far end was the man I had come from California to see-Hollis L. Caswell. He was reputed to be the leader in curriculum development in the country. I wanted to study with him, to become acquainted with his a pproach to curriculum problems. I was not to be disappointed. In the course of time, he became my advisor, mentor, colleague, and friend.