This report presents data gathered during the 1973-74 school year on the Austin Independent School District (Austin, Texas) implementation of the Individually Guided Education Program (IGE). Classroom observation indicates on the whole that the 11 schools identified as IGE exhibit greater degrees of implementation of characteristics associated with IGE than do 11 comparison schools; teacher questionnaire data in part verify this for some processes, but not others. Considerable variation is noted among schools within both the overall IGE and the comparison group with respect to the degree to which various processes and inputs are actually implemented. Both parents and staff generally express favorable attitudes toward IGE. Staff members do express some dissatisfaction with the level of support and training they have received. Evidence gathered on various affective and cognitive outcome measures do not, by and large, demonstrate any appreciable differences between IGE and non-IGE comparison schools. Focused case studies of eight randomly selected students indicate striking differences in how IGE and comparison school students spent their days. (Author)