Reported is a study of the effects of self-pacing versus deadlines and working with a partner versus working alone on learning rate, retention, and attitude. Seventh grade Intermediate Science Curriculum Studies (ISCS) students of 12 teachers located in two different localities (city and county) participated in the study. Results showed that self-pacing produced higher learning rates and retention scores than did deadlines. This was particularly true for low ability children. The effect of working with a partner was different when measuring learning rate and retention, and was different for county and city children. There appeared to be an advantage for low ability children who had deadline in working with partners. These children performed significantly higher on the retention test than did low ability children with deadlines who worked alone. (Author/EB)