This paper outlines extensions of Component Display Theory to provide the type of design guidance needed for experiential computer based instructional systems. The new Component Design Theory (CDT) extends the original theory in several significant ways. Content types are extended to content structures. These content structures include experiential as well as structural representations. Primary presentation forms are extended to primary presentation functions and the display is replaced by the transaction. Various types of transactions are identified for both structural and experiential representations. Course organization, previously described as Elaboration Theory, is included as part of the new CDT. Consistency ruies are extended to include: (a) goal-content representation consistency; (b) goal/ content representation -transaction consistency; and (c) goal/content representation -course organization consistency. Intervention rules are included for intra-transaetion guidance, inter-transaction selection and sequence (strategy), inter-content representation selection and sequence (sequence) and control (who makes the guidance, strategy and sequence decisions, the learner or the systean?). Finally a set of cardinal instructional principles is identified and the sets of roles which comprise the new CDT are suggested as prescribed procedures for implementing these cardinal principles.