The development of an individualized course at Plano High School, Texas, is described. The first attempt, using only suggested guidelines, was considered unsuccessful. The second structure adopted included: (1) specific, measurable behavioral objectives, (2) both basic and advanced required assignments, (3) tests to measure achievement of the objectives, (4) lists of school resources, and (5) a time table for minimum satisfactory progress. Advantages to the student, teacher and administration are listed along with a discussion of several problems. The present approach involves the class progressing through the course at a single pace prescribed by the teacher. Some time for independent work allows for different levels of performance within this framework. (Author/TS)