DURING THE SCHOOL YEAR OF 1963-64, THE LEARNING RESEARCH AND DEVELOPMENT CENTER (UNIVERSITY OF PITTSBURGH) AND THE BALDWIN-WHITEHALL PUBLIC SCHOOLS OF PITTSBURGH INITIATED AN EXPERIMENTAL PROJECT TO INVESTIGATE THE FEASIBILITY OF A SYSTEM OF INDIVIDUALIZED INSTRUCTION IN AN ENTIRE K-6 SCHOOL. PART ONE DESCRIBED THE INITIAL WORK ON THE USE OF PROGRAMED MATERIAL IN AN INTACT CLASSROOM. SPECIFIC STUDIES IN ARITHMETIC AND SPELLING AND THE INVESTIGATION OF STUDENT VARIABLES SUCH AS ATTENTION, ATTITUDE, AND APTITUDE WERE DESCRIBED. A SOCIOLOGICAL STUDY OF SOME OF THE UNANTICIPATED CONSEQUENCES OF EDUCATIONAL INNOVATION ON SUPERVISION, TEACHERS, AND SCHOOL ORGANIZATION WAS PRESENTED ALSO. PART TWO DESCRIBED EXPLORATORY STUDIES ON THE INDIVIDUALIZATION OF INSTRUCTION IN FLEXIBLE CLASSROOM CONTEXTS. IMPLICATIONS FOR THE USE OF PROGRAMED INSTRUCTION WERE--(1) PROCEDURES NEED TO BE DEVELOPED TO PERMIT EFFECTIVE MANAGEMENT OF INDIVIDUALIZED PROGRESS, (2) PROCEDURES SHOULD INCLUDE DETAILED DIAGNOSTIC ASSESSMENT OF STUDENT CAPABILITY, (3) RESEARCH AND DEVELOPMENT SHOULD BE DIRECTED TO METHODOLOGY FOR EVALUATION OF EDUCATIONAL ACHIEVEMENT, AND (4) ACHIEVEMENT TESTS SHOULD EMPHASIZE PERFORMANCE MASTERY, AND SUBSEQUENT USE AND REUSE OF KNOWLEDGE AND SKILLS. (JC)