In this paper, the author presents a brief history of the funding for, provides demographic information on, and describes the basic goals and characteristics of the Edgewood Junior High School Model Schools Project sponsored by the NASSP. The author explains how the roles of the principal, the teacher, and the student have changed as a result of the new program. The special role of teacher counselors, who specialize in getting to know students as human beings, is also discussed. Graphic descriptions of the Language Arts and mathematics curriculums show the goal setting process for each student, the curriculum levels, the continuous evaluation system, the continuous progress curriculum, a listing of learning packages, and the reporting of information to parents concerning student progress. The paper concludes with an assessment of the program to date as measured by the SRA achievement test and by staff, student, and parent evaluations. (DN)