The purpose of this study was to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides in physics at the secondary school level. The sample consisted of three classes. Of these, two were randomly selected to serve as the treatment groups, e.g., individualized instruction and traditional instruction. The third classroom served as the control group. An orientation phase of 12 weeks duration was utilized to enable the students in the experimental group to become accustomed to techniques unique to the individualized instruction. At the conclusion of the orientation phase, an achievement test was administered which served as a pretest. During the treatment phase, two chapters from PSSC were selected for the instructional content. Attitude and post-achievement tests were administered at the end of the treatment. The data were analyzed by using analysis of covariance, chi-square, and multiple correlation. The results indicated no significant differences in achievement levels of students receiving different treatments. The number of objectives mastered was significantly increased by utilizing individualized instruction. The attitude toward the course of physics did not change significantly after receiving individualized instruction. (Author/PS)