A competency-based education program was implemented in the Las Cruces, New Mexico public schools, with emphasis on teacher training and field testing of various competency-based models. Program impact was determined according to changes in teaching techniques, student achievement, and student social behavior in both experimental and control schools. Pre- and post-test attitude questionnaires were administered to both teachers and students. Students were tested in ten areas of language and mathematics achievement, using the California Test of Basic Skills. The results indicated the program was effective in changing the behavior of teachers toward a more cooperative and student-oriented (individualized) style. The affective behavior of the students was also changed as a result of the program; there were more achievement-oriented and fewer ambivalent students at the end of the program. No significant differences were found in student achievement between program participants and controls. This may be explained by premature timing of the achievement test administration. Appendices include brief descriptions of the School Image Description Questionnaire and the Instrument for the Observation of Teaching Activities; the Student Behavior Description Questionnaire; and the Philosophy of Teaching Form. (Author/GDC)