The program described and evaluated in this report is a nongraded (third and fourth grades) individualized learning situation in which students had available as educational stimuli the resources of three teachers and the combined materials of three classrooms. The program also contained provision for "blocks of time" during which various subjects were taught in a traditional manner. Various operational procedures were taken to assess the following dimensions of the program: (1) child-school relationship; (2) each child's curiosity, flexibility, mobility, positive research orientation, capability to work independently, decision-making capabilities, and positive peer-relationships; (3) reading gains; and (4) parents', teachers', and principals' reactions and opinions. Significant cognitive gains in reading were made by students, and parents, teachers, and the principal indicated that the program brought about affective as well as cognitive changes in the children. (Author/MLF)