A one-year instructional development project in Human Growth and Development was implemented in three stages at Western Illinois University. Intervention in the experimental groups consisted of developing and implementing instructional objectives packages, self-paced learning modules, and production of instructional materials. Changes in student attitude profiles attributable to the changing of the instructional pattern and methods are assessed in this study. The instrumentation consisted of the Personal Orientation Inventory and an instructor rating scale. Control groups were employed in a pre-post factorial design (Instructors by Stages) to test the research hypothesis that the project intervention did not adversely affect students' attitudes. The findings supported the hypothesis and interaction analyses suggested that particular stages of the project implementation affected certain attitude constructs. (Author/LBH)