This paper describes the development and implementation of an individualized instruction-evaluation system used in a third-quarter chemistry course at Cuyahoga Community College (Ohio). The system included: (1) 20 performance objectives covering the three modules in the course; (2) an instructional sequence for each objective composed of a variety of learning activities--lectures, readings, discussion, problems, slide-tape modules, and tutoring; (3) criterion-referenced tests with immediate feedback; (4) redirection on objectives not mastered and retesting; (5) grade determination based on number of objectives successfully completed, with no penalty associated with number of attempts. Evaluation of the system was based on the number of students achieving mastery, error rate data, and a student questionnaire. Of the 10 students in the course, 9 achieved mastery of 90% of the objectives, and student responses to the detailed course evaluation questionnaire were very positive. However, error rate data indicated necessity for revision of instruction for 5 of the 20 objectives for which an average of more than 2 attempts were required. Objectives and alternate test questions for the modules are appended. (JDS)