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Abstract
Currently, 27 states require some form of economic education in the high school curriculum. Of the teachers who are expected to fulfill these mandates within these states, fewer than 5% majored in economics. In addition, the students who have completed courses with these instructors often learn economic concepts only at the recall level. A model for teaching economics in high school is necessary if we are to adequately meet the demands of the state mandates and begin a trend toward a more economically literate populace. This model prototype is intended to suggest a strategic focus for the implementation of state-mandated economics education by providing a basic framework for delivering effective economics education programs to high school economics instructors.