To indicate the effects on learning of individualized instruction and motivation, the results of two controlled experiments conducted in two Janesville, Wisconsin, elementary schools during the 1966-67 school year are reported. In an experiment comparing three approaches to spelling instruction at the sixth grade level, large gains were noted for both experimental and control pupils. In an experiment comparing four approaches to mathematics instruction at the first grade level, the approach appearing to be the most effective consisted of teacher demonstrations followed by pupil manipulation of interesting concrete objects. (JK)