To develop a dissemination strategy for optimal impact on the educational community and to establish a working relationship with State Education Agencies (SEA's), Research for Better Schools (RBS), in 1971, formed a nationwide network of schools as a proving ground for Individually Prescribed Instruction (IPI). The network includes a partnership of SEA's and local education agencies that make possible a controlled IPI strategy and a demonstration of IPI programs to the educational community. In addition, network schools serve as training centers for administrators who wish to bring individualization to their districts. One of these schools, the Lake Park Elementary School, is the subject of this case study. The school enrolls 619 children and is located in an area peopled in equal parts by farmers, skilled or semi-skilled factory workers, and upper middle class professionals. Desegregation mandates had previously spurred the school district towards efforts to assess needs, evaluate existing schools and classrooms, and assess the problems associated with the move from desegregation (physical placement of humans) to integration (equal opportunities.) This paper explores the 4-way partnership that resulted between the school, the county school district, the Georgia State Department, and RBS in implementing an IPI program at Lake Park. (Author/DN)