This book describes a collaborative effort by the students, staff, and faculty at the University of New Mexico School of Medicine who worked to create a different approach to medical education—the Primary Care Curriculum (PCC). It is important to compare PCC with other programs to determine what elements in the implementation of problem-based learning are universal, and what elements are unique to PCC. Consequently, each chapter of the book illustrates various approaches to its topic with examples from select programs. After the first chapter on the inception of PCC and other key programs, each chapter will begin with a statement of the specific goals toward which a problem-based learning curriculum should strive. The PCC experience, in attempting to achieve these objectives, will then be presented with an analysis of successes and failures and a summary of the main points learned over the years. The curriculum should stimulate the student’s self-directed learning. Problems should be developed which introduce students to core scientific concepts deemed appropriate for that phase of study. The tutorial groups should provide an environment for the accomplishment of the several goals including self-directed learning and clinical reasoning and problem-solving. In many of the problem-based medical schools, the ability of students to identify and utilize appropriate learning resources including libraries is an established component of student assessment. Chapters also cover clinical skills, community preceptorship, and student performance with respect to problem-based learning. Finally, the book traces the processes whereby PCC, as an innovation in medical education, moved from an experimental to an accepted successful local program at the University of New Mexico.