Reported is a study of the effectiveness of the Individually Prescribed Instructional (IPI) system. The purpose was to assess the levels of self-initiation, direction, and evaluation for differently treated pupils. Samples were comprised of the pupils and teachers from eight IPI and eight control schools. Fourth- through sixth-grade students were referred to as middle level pupils and third-grade students, as early pupils. The instruments used included: the teachers' checklist, the middle level pupil opinion form, and the early pupil form. Parents of fourth- and fifth-grade students also completed an opinionnaire. Results obtained showed that teachers' perception of teaching roles and teacher-pupil interaction was almost identical between the IPI and control groups. The IPI teachers had a significantly different positive attitude toward teacher aides. The IPI pupils were found to be more motivated, self-directed, and independent than control pupils on the parents' opinionnaire. Middle level IPI pupils had significantly higher scores on measures of creative tendency, self-concept, and attitude toward school than control pupils. For early pupils, the control group had a higher attitude toward school while the IPI group had a higher self-concept. Effects of IPI were not apparent at the lower level grade. (CC)