An experimental, undergraduate African-history course which used self-paced instructional techniques is described and evaluated in this project report. The project was initiated to assess the effectiveness of the Personalized System of Instruction (PSI) in undergraduate history instruction. Thirty-two students from Carnegie-Mellon University participated in the experimental course. In the course students moved at their own paces, using written study guides, taking mastery tests at the end of each unit, and meeting with proctors to evaluate their progress. Large group lectures were used for instructional purposes. Content focused on the history of Africa south of the Sahara and on a specific problem-solving strategy as well as selected analytical skills. The findings indicated that the students in the experimental class learned more than the control classes and were more enthusiastic about the instructional technique. The report is divided into two sections. Part 1 includes descriptions of the project, the experimental course, results of the course evaluations, and changes in the experimental version of the course resulting from the course evaluation. Part 2 presents some guidelines for college faculty interested in considering the particular type of self-paced learning used in this project. This section describes the conclusions of the project, analyzes the strengths and weaknesses of the instructional approach, and examines some implications of this form of self-paced instruction for undergraduate history teaching and undergraduate education in general. (Author/DE)