THIS PROGRAM WAS DESIGNED TO ALLOW ABLE STUDENTS TO ACCELERATE THEIR PACE AND PERMIT OTHERS TO PROCEED AT THEIR OWN RATE. EACH SEMESTER WAS DIVIDED INTO THREE FIVE-WEEK SESSIONS, EACH SESSION PRESENTING A FULL SEMESTER'S COURSE. TO ACCOMPLISH THIS, THE INSTRUCTOR GAVE ONLY EVERY THIRD LECTURE OF THE FULL SEMESTER'S 45-CLASS SCHEDULE. IF THE STUDENT SUCCEEDED ON THIS PROGRAM OF ONE THIRD OF THE LECTURES PLUS OUTSIDE PREPARATION AND STUDY, HE WAS ALLOWED TO PROCEED TO A NEW AREA OF STUDY. IF HE DID NOT SUCCEED, HE TOOK THE NEXT FIVE-WEEK SESSION WITH ANOTHER THIRD OF THE LECTURES, AND, IF NECESSARY, THE THIRD SESSION. THE PROGRAM WAS TESTED ON EDUCATION STUDENTS IN METHODS OF TEACHING THREE ELEMENTARY SUBJECTS, AND ON CIVIL ENGINEERING STUDENTS IN THREE COURSES. OF THE 228 STUDENTS INVOLVED, 55.7 PERCENT OF THOSE IN EDUCATION AND 35.6 IN ENGINEERING COMPLETED THE COURSE IN LESS THAN 15 WEEKS. AFTER EXAMINING THEIR ATTITUDES AND ACHIEVEMENT, THE RESEARCHERS FOUND THAT (1) FOR ALL STUDENTS, THE PROGRAM OFFERED THE POSSIBILITY OF ACCELERATION AND INCREASED FLEXIBILITY, BUT SUFFERED FROM PRESSURE OF TIME, (2) FOR THE EDUCATION STUDENTS, IT ALSO OFFERED AN INTRODUCTORY OVERVIEW, BUT SHOWED INCONSISTENT PROCEDURES AMONG THE INSTRUCTORS, AND (3) FOR THE ENGINEERS, IT GAVE A CHANCE FOR MORE STUDENT INITIATIVE, BUT LACKED CONSISTENT GRADING PRACTICES. FOUR RECOMMENDATIONS FOR THE IMPROVEMENT AND USE OF THE MACRO-PROGRAM ARE GIVEN. (HH)