In an effort to resolve the small school problems of limited math offerings, small classes, scheduling, and teacher overload, a secondary teacher from Quemado, New Mexico (a rural area) initiated use of five different programmed mathematics courses in one class period. Objectives were to: increase math offerings; decrease scheduling problems; increase motivation; provide for individual differences; meet requirements re: modern math and examining bodies; limit heavy grading duties; promote student development in formula solving, graph reading and construction, math nomenclature, etc.; and increase teacher time for individualized and/or group instruction. Employing a teacher's aide, a grading system built upon point accumulation, and student carrels, programmed courses in basic math, beginning and advanced algebra, plane geometry, and trigonometry were offered twice daily in two 45 minute periods. Results indicated: high student interest at the beginning of the year with a gradual slow down, particularly among the slower students; difficulty in getting all students to work at a rate commensurate with their ability; most teacher attention directed at slow students; increased teaching demands; and increased course completion by graduating seniors (the appendices presents a 1959-65 breakdown of course completion, the grading system, and a student's evaluation of programmed instruction). (JC)