The Toledo Public Schools and the Toledo Diocesan Schools have both been involved in the implementation of competency-based instructional systems in the past three years. Each system has achieved implementation in varying degrees and by contrasting methodologies. The objectives of this paper are to (1) examine the theoretical framework, the social contexts, the staffing constraints, the inservicing, the implementation phases, and the feedback mechanisms of these two programs; (2) analyze these components as to their similarity and dissimilarity, noting particularly their degree of functionality; and (3) synthesize generalizations potentially applicable to the implementation of any competency-based instructional system. (Author)