This study was conducted to determine how instructional programming for individual students has been implemented to provide effective learning environments for elementary school students. The focus was on the processes and procedures used to achieve objectives of the Instructional Programming Model (IPM). A related purpose was to study the multiunit school organization as it relates to implementation of instructional programming. One Individually Guided Education (IGE) school was chosen for case study; the IGE system includes the IPM and a model for the multiunit school. The procedures and processes used in implementing instructional programming and multiunit organization in an actual school situation were compared with these models. Data collection procedures included the use of questionnaires, a two-week observation period, interviews, and use of documents available at the school. Seven generalizations about the multiunit school and instructional programming were generated from the data: (1) the most difficult aspect of implementing the multiunit organization is organizing the students in multiaged teams; (2) a reading specialist is a valuable asset in implementing instructional programming in reading; (3) implementation of instructional programming follows most closely with the IPM when instruction related to the objectives is isolated from other content; (4) following the sequence of the IPM does not tend to encourage student decision making; (5) the successful implementation of instructional programming may depend on frequent informal interaction among team members as much as on the more formal regular team meetings; (6) record-keeping procedures can be developed which are adequate and which do not require an excessive amount of time; and (7) implementation of instructional programming in three or more curricular areas can be achieved. (The appendix includes sample questionnaires and interview schedules.) (Author/MM)