The major purpose of the experience described in this report was to determine what functional problems tended to develop under an individualized continual progress approach when large numbers of students were enrolled and where multiple instructional staff loads were maximized. This report describes: (1) the nature of the instruction, the basic components of which were: self-sequencing, self-pacing, instructional packages, mastery learning and behavioral objectives; (2) the background of the students involved; (3) the nature of the instructional team; (4) the testing facility; (4) student responses to the course in terms of study time and student attitudes toward the course; and (6) retention patterns. The report concludes with some observations on the problems encountered - the major one of which seemed to be the difficulty the instructional staff member had in changing his role from classroom lecturer to personal consultant - and suggestions for conducting a successful course. The Students' Guide and the research questionnaire are included in the appendix. (AF)