Reported are the results of a study which investigated the influence of certain variables within the method of individually guided discovery in mathematics. The independent variables considered were the concepts of ordered partitions and permutations, the level of consolidation or practice after discovery, and the teachers. Also considered were intelligence quotient, conceptual level, and twelve manifest need factors measured by Stern's Activities Index, Criterion variables included number of hints required to make the discoveries, time, and the retention-transfer scores. The teachers worked individually with the students, ninth grade college preparatory males. After posing questions, hints in the form of questions were provided until the student was able to formulate the generalization correctly. The only significant difference discovered was in the effects of consolidation. Those receiving 50 percent consolidation attained mean retention-transfer approximately twice as great as those receiving none. All interaction effects among concepts, consolidation, and teachers were found to be non-significant. (Author/RS)