This book describes a program of individualized instruction in action--a program which began in one elementary school, was adapted to the varying needs of other schools, and is now expanding in the direction of involvement of all of the students in the Duluth Public School system. The introductory chapter defines the ideal of individualization ("an arrangement that makes it possible at all times for each student to be engaged in learning those things that are most appropriate for himself as an individual") and identifies minimum requirements for its actualization (inservice work of volunteer teachers in the development of behavioral objectives, of materials relevant to these objectives, and of possible ways of approaching the central problem of classroom management in the formal school environment--differentiated staffing, flexible scheduling, room modification, student contracts, etc.). The final three sections describe the introduction of individualized instruction to three elementary schools and the ways in which the program proved adaptable to a wide variety of situations--to a very old school building and a newly designed one, to educationally deprived students and to able students involved in a humanities program, to a project with minimal outside financial support and one operating under a sizeable Title I grant. Sample materials, specific procedures, and evaluative observations of both practical and general value are provided throughout the book. (JS)