The individually-paced instruction program carried out by the engineering faculty at Oklahoma State University is described in this article to illustrate its goals, principles, characteristics, developments, and present status. The instructional model is discussed in connection with behavioral objectives, criteria for performance, and student self-pacing and achievements. Closely related preprofessional courses are integrated to cover 40 credit hours of mathematics, chemistry, physics, speech, English, computer science, graphics, and logic. Instructional activities consist of text assignment, laboratory work, audiotutorial tapes, sample problems, informal group discussions, and a computer managed system. A flowchart representing the module hierarchy is provided. Students who have satisfactorily evaluated their competency are assigned the subsequent module. Learning difficulties are diagnosed if students fail on tests. To start learning at a point that matches learner's competence level is permitted. After the 1971 pilot program, seven departments have been involved in preparation of materials. The integration is more complete, and further improvements are expected on the basis of the present experimental version. Also discussed are the physical facilities and education research developed for the program. (CC)