Einstein's relativistic theory of gravitation--general relativity--will shortly be acentury old. At its core is one of the most beautiful and revolutionary conceptionsof modem science--the idea that gravity is the geometry of four-dimensionalcurved spacetime. Together with quantum theory, general relativity is one of thetwo most profound developments of twentieth-century physics. General relativity has been accurately tested in the solar system. It underliesour understanding of the universe on the largest distance scales, and is centralto the explanation of such frontier astrophysical phenomena as gravitational col-lapse, black holes, X-ray sources, neutron stars, active galactic nuclei, gravita-tional waves, and the big bang. General relativity is the intellectual origin of manyideas in contemporary elementary particle physics and is a necessary prerequisiteto understanding theories of the unification of all forces such as string theory. An introduction to this subject, so basic, so well established, so central to sev-eral branches of physics, and so interesting to the lay public is naturally a partof the education of every undergraduate physics major. Yet teaching general rel-ativity at an undergraduate level confronts a basic problem. The logical order ofteaching this subject (as for most others) is to assemble the necessary mathemati-cal tools, motivate the basic defining equations, solve the equations, and apply thesolutions to physically interesting circumstances. Developing the tools of differ-ential geometry, introducing the Einstein equation, and solving it is an elegant andsatisfying story. But it can also be a long one, too long in fact to cover both thatand introduce the many con~temporary applications in the time that is typicallyavailable for an introductory undergraduate course. Gravity introduces general relativity in a different order. The principles onwhich it is based are discussed at greater length in Appendix D, but essentiallythe strategy is the following: The simplest physically relevant solutions of theEinstein equation are presented first, without derivation, as spacetimes whose ob-servational consequences are to be explored by the study of the motion of testparticles and light rays in them. This brings the student to the physical phenom-ena as quickly as possible. It is the part of the subject most directly connected toclassical mechanics, and requires the minimum of new mathematical ideas. TheEinstein equation is introduced later and solved to show how these geometriesoriginate. A course for junior or senior level physics students based on these principlesand the first two parts of this book has been part of the undergraduate curriculumat the University of California, Santa Barbara for over twenty-five years. It works.