This paper describes a programme of curriculum development in an Indonesian post-graduate Faculty of Public Health. This faculty redefined all its curricula with a 2-year period, and these curricula are now stated in terms of sets of instructional objectives which are skill-based and learner-centered. These curricula are now being implemented in ways which are consistent with contemporary educational thinking. It is contended that the rapidity with which these changes occurred can be accounted for in terms of: (a) the strong support of the faculty's leadership; (b) the methods used to bring about these changes; and (c) the sustained efforts made by many of the teaching staff.