The area for this thesis was the application of Precision Teaching (PT) to the teaching of essential skills to various populations-university undergraduates, high school adolescents, and primary school children. Chapter 1 of this thesis begins with a brief overview describing problems that exist within the educational system, and how we might intervene to raise the performances ofallieamers by using PT's systems and strategies. Paper 1 was a small n study (conducted over 10 weeks) aimed at improving the rate of reading high frequency English words in a group (n = 5) of children struggling with reading. This was compared to a small comparison group thal underwent Treatment as Usual (TAU; n = 2). Although the engagement time of the PT group was brief (M = 12 minutes per week), all the children showed significant gains in their accurate reading fluency. In Paper 2 we applied these same principles to teach statistics to undergraduates (Intervention, n = 24; TAU, n = 3 1). Results showed that the PT group performed significan tly better at post-test in comparison to TAU. In addition the PT group perfonned better on their weekly module content tests. Paper 3 was conducted to increase maths performance, comparing the intervention group (n = 19) with a control group Cn = 10). All the PT ch ildren performed signi ficant ly better on three of the four outcome measures of essential sk ill maths fluency Cd = 1.25- 1.67)-one of which measures had not been practiced providing some init ial support for contingency adduction. In Paper 4 we used a simple flashcard intervention to increase recall of second-language vocabulary. The intervention spanned four weeks and took only 15 minutes per week for each chi ld, yet the intervention group (n = 79) performed s ignifi cantly better then the WLC group (n = 16) at post-test Cd= 1.54). Both Papers 3 & 4 report data showing significant increase in the ReI measures and a low NNT. In all four papers Standard Celeration Charts were used to monitor leamer's improvement.