This research project provides an individualized format for a three-year integrated junior high school science curriculum. The purpose of the study was to assess the relationship between student self-ratings on such variables as (1) ability to operate independently of the teacher, (2) use class time effectively, (3) develop their own plan for completing work, and (4) work at a pace commensurate with perceived ability and success in the course. A group of teachers enrolled in an Intermediate Science Curriculum Study (ISCS) in-service course were asked to administer a Self-Directed Rating Scale to their ISCS students. Data were collected from a total of 1108 students and were analyzed using analysis of variance tests and t-tests to determine significant differences among the variables measured. When students were compared in terms of their relative degree of success in the program it was obvious that students who were more successful perceived themselves as being more self-directed. Experience in the program had a significant effect on how students perceived their ability to direct their own learning activities. In general, girls in this sample saw themselves as more self-directed than did boys. (Author/EB)