The studies in this monograph are designed to examine the implementation processes of an innovative instructional program and the relationship between the implementation process and the achievement of certain program goals in school settings. The monograph is a contribution to the technical aspects of designing and implementing innovative educational programs in general, and the implementation of individualized instructional programs in school settings in particular. The studies reported were conducted in two public elementary schools, one located in an inner city neighborhood in Pittsburgh, and the other located in a working class neighborhood in a suburb of Pittsburgh. Specifically the monograph is a series of research studies carried out during the developmental stages of an instructional learning management system, the Self Schedule System. It includes: (a) a brief description of the conceptual design of the Self Schedule System, which was created to implement the individualized instructional programs developed at the Learning Research and Development Center (LRDC) of the University of Pittsburgh; (b) the documentation of the implementation processes adopted to field test the Self Schedule System in school settings; (c) research findings on the effects of the Self Schedule System on student and teacher classroom behaviors, as well as student learning outcomes; and (d) evaluation of the Self Schedule System from the teacher's perspective. (DMT)