The effect of individualized instruction programs on academic achievement and attitudes of elementary school children was evaluated. It was hypothesized that students in individualized programs would have significantly higher achievement scores and more positive attitudes toward school and self and greater self-direction when compared to their peers. The effects of I.Q., sex, and previous levels of achievement were statistically controlled; the findings were: (a) students in the individualized groups had significantly higher self-direction scores; (b) significant differences were not found in achievement scores (reading comprehension, math concepts, and math problem solving) between the two groups. The sample included 120 fourth grade students from programs in the Nassau and Suffolk County region of New York. (Author)