During the 1963-64 school year, a secondary teacher from the rurally isolated area of Silverton, Colorado initiated an individualized program in problem solving for a senior social studies class (N=8-10). Utilizing community resources, the instructor planned several units on government, while the students selected resource materials from the library. Each unit involved a period of: investigation (individualized data gathering projects); group discussion and activities (hypotheses exploration); and individualized hypothesis evaluation. Evaluation criteria established by student-teacher consensus were used to evaluate each student in terms of: conflicting data; logical solutions; satisfaction of student curiosity; student stimulation; use of student ability; and student attitude. Objective unit tests were designed to elicit the solution to a problem so that students would take a position making all answers relate to that position. Examining grading criteria, evaluative and open student questionnaires, and personal observations, the teacher evaluated the project in terms of student, teacher, school, and community improvement. Results indicated students: engaged in critical thinking; were interested and worked effectively in problem solving; better understood the areas covered; developed skills in decision making and research. Problems encountered were difficulties with: slow students and problem solving; covering desired material; keeping all students working; and finding sufficient resources. (JC)