This paper presents five first principles of instruction identified through a review of instructional design theories. These principles are: (1) learning is promoted when learners solve real-world problems; (2) learning is promoted when existing knowledge is activated as a foundation for new knowledge; (3) learning is promoted when new knowledge is demonstrated to the learner; (4) learning is promoted when new knowledge is applied by the learner; and (5) learning is promoted when new knowledge is integrated into the learner's world. These principles are illustrated through various instructional design theories, including Star Legacy, 4-Mat, instructional episodes, multiple approaches to understanding, collaborative problem solving, constructivist learning environments, and learning by doing. Although these theories use different terminology, they share fundamental principles. Reigeluth (1999) distinguishes between basic methods (first principles) and variable methods (programs and practices). First principles are relationships that are always true under appropriate conditions, regardless of the program or practice. They are prescriptive, not descriptive, and focus on creating learning environments and products rather than describing how learners acquire knowledge. The paper argues that there is a set of principles common to most instructional design theories, even if the terms used differ. These principles are essential for effective and efficient instruction. The paper identifies these principles based on their inclusion in various design theories and models. It does not attempt to provide empirical support for these principles, assuming that if a principle is included in multiple theories, it has been validated through experience or research. The paper also notes that these principles apply regardless of the specific instructional program or practice used. The paper concludes that these principles are fundamental to effective instruction and that instructional programs or practices that fail to implement them may lead to reduced learning and performance. The theories reviewed illustrate how these principles are incorporated into different instructional models, with an emphasis on problem-centered instruction and the four phases of learning: activation of prior experience, demonstration of skills, application of skills, and integration into real-world activities.This paper presents five first principles of instruction identified through a review of instructional design theories. These principles are: (1) learning is promoted when learners solve real-world problems; (2) learning is promoted when existing knowledge is activated as a foundation for new knowledge; (3) learning is promoted when new knowledge is demonstrated to the learner; (4) learning is promoted when new knowledge is applied by the learner; and (5) learning is promoted when new knowledge is integrated into the learner's world. These principles are illustrated through various instructional design theories, including Star Legacy, 4-Mat, instructional episodes, multiple approaches to understanding, collaborative problem solving, constructivist learning environments, and learning by doing. Although these theories use different terminology, they share fundamental principles. Reigeluth (1999) distinguishes between basic methods (first principles) and variable methods (programs and practices). First principles are relationships that are always true under appropriate conditions, regardless of the program or practice. They are prescriptive, not descriptive, and focus on creating learning environments and products rather than describing how learners acquire knowledge. The paper argues that there is a set of principles common to most instructional design theories, even if the terms used differ. These principles are essential for effective and efficient instruction. The paper identifies these principles based on their inclusion in various design theories and models. It does not attempt to provide empirical support for these principles, assuming that if a principle is included in multiple theories, it has been validated through experience or research. The paper also notes that these principles apply regardless of the specific instructional program or practice used. The paper concludes that these principles are fundamental to effective instruction and that instructional programs or practices that fail to implement them may lead to reduced learning and performance. The theories reviewed illustrate how these principles are incorporated into different instructional models, with an emphasis on problem-centered instruction and the four phases of learning: activation of prior experience, demonstration of skills, application of skills, and integration into real-world activities.