Seventh grade students (N=9) from a small rural school in Ridgway, Colorado were exposed to a teacher-developed individualized program in modern math during the 1962-63 school year and again the following year. The students were divided into an average and above group and a below average group; group assignments were determined by IQ scores, the California Arithmetic Test for Junior High (grade placement and percentile standing), and consultations with the student's former math teacher. Classroom procedures involved: use of two texts (one for each group); a self-paced format wherein students had access to problem answers and were required to test themselves only when they felt ready (a score of 80 or above was generally required for all but the poorest students); and no assigned homework. Each student was evaluated by September and May comparisons of SCAT, STEP, arithmetic, aptitude, and grade placement scores. Results indicated: the poorest student made an improvement of nearly one whole grade placement; the poorest improvement was .4% of a grade placement (slightly higher than average); and the two best students improved 2.4 and 3.4 grade placements. Changes affected during the 1963-64 school year involved: student goal setting; required homework (20 minutes); special projects; and different forms of the California test (results indicated gains, though not as large as those of the previous year). (JC)