The Porter Elementary School in Syracuse, New York introduced individually prescribed instruction (IPI) for its kindergarten through 6th grade pupils, most of whom came from lower socio-economic backgrounds. Student individual differences relating to social background physical and personality development, intellectual capacity, and school achievement were taken into account before the IPI was implemented. Then, individualized reading, mathematics, and science programs were identified and secured, followed by the training of teachers and support personnel. Next, evaluation procedures were devised and, finally, funding was secured from an ESEA Title III grant to support the project. Posttest data indicated that students who were in the IPI program for at least three years achieved significantly better than those who were not similarly exposed. Teacher attitudes toward the program were generally favorable. It was also found that there were fewer student disciplinary problems, that emotionally disturbed children worked well in the program, and that student attitudes, self-motivation, and independence improved. (PB)