The focus of this project was to individualize mathematics instruction for fifth- and sixth-grade students. Tapes and student study sheets were prepared for different ability levels. These materials allowed teachers to place students in a self-instruction package commensurate with the students' ability and allowed students to proceed at their own rate. The audio-tutorial component insured that students who had reading problems could make use of the individualized instruction The program freed the teacher to work with students individually and prepare for whole-class activities. The program's success was assessed by measuring achievement on standardized pre- and posttests, and comparing the results with results from regular classrooms. The differences on achievement gain between the two groups were significant at the .01 level for tests on arithmetic computation, arithmetic concepts, arithmetic applications and symbols and vocabulary; all differences favored the individualized instruction group. A cost-accounting comparison indicated little monetary difference. Complete statistical data and budget costs are included. This work was prepared under an ESEA Title III contract. (JP)