THE PROJECT ATTEMPTED TO PROVIDE A WIDE VARIETY OF MATHEMATICS LEARNING MATERIALS AND TO TEST THE SELF-SELECTION PRINCIPLE IN INVESTIGATING WHAT HAPPENS WHEN SEVENTH- AND EIGHTH-GRADE CHILDREN ARE ASSIGNED THE TASKS OF DETERMINING THEIR OWN MATHEMATICS CURRICULUM ON AN INDIVIDUAL SELF-SELECTION BASIS. THE EXPERIMENTAL GROUP CONSISTED OF 99 STUDENTS. THE CONTROL GROUP CONSISTED OF 172 STUDENTS FROM ANOTHER PUBLIC SCHOOL. PRE- AND POST-TESTS WERE ADMINISTERED TO GATHER DATA ON AGE, ACHIEVEMENT, AND ATTITUDES. OTHER INSTRUMENTS WERE USED TO COLLECT DATA FOR INTRA-EXPERIMENTAL CLASS COMPARISONS AND OBSERVATIONS. THE DATA WERE ANALYZED BY COMPARATIVE ANALYSIS AND INTERCORRELATIONS. THE PROJECT DEMONSTRATED THAT FOR ALL EXCEPT THE BRIGHT STUDENTS (115 IQ AND ABOVE), A TOTALLY INDIVIDUALIZED SELF-SELECTION PROGRAM IS JUST AS EFFECTIVE AS A GOOD CONVENTIONAL PROGRAM. YET THE PROGRAM FAILED TO MEET THE NEEDS OF THE BRIGHTEST STUDENTS IN THE SEVENTH AND EIGHTH GRADES, AS WAYS WERE NOT FOUND IN THIS PROGRAM TO CHALLENGE THE BRIGHT CHILDREN TO LEARN TO THEIR CAPACITY AND TO HAVE POSITIVE FEELINGS ABOUT IT. (TC)