For the past several years, the secondary-level literature section of the Hawaii English Project has been working towards an approach to classroom management and materials selection that will allow both structure and individualization. This paper provides guidelines for instituting a system in which the class works in groups of three to five students, each group choosing from a selection of separate thematic units. Within each unit, students choose additional reading and tasks and also work at their own paces. Considerations for program development and material selection, for classroom management, and for teacher training and role definition are outlined. (KS)