Results of a study to determine the effect of individually prescribed instruction (IPI) on the affective domain of elementary students are described. IPI is designed to maximize the school experience for each child by minimizing the instance of failure and giving the child control of the learning situation. Pupils, parents, and teachers from 18 elementary schools comprised the sample, totaling over 6,000 cases. Tests were administered to teachers and students in both control and experimental groups in grades three through six. In addition, parents of fourth and fifth grade pupils completed an opinionaire. Results relating to teacher attitudes indicated that IPI and control teachers do not have a significantly different perception of their teaching roles, their students, or the teacher-student relationship. Both groups reported highly positive attitudes in all three areas. However, the IPI teachers had a more positive perception of the teacher aide's role than the control teachers. Parents perceived IPI students as more highly motivated, self directed, and independent than non-IPI students. Middle level students (4th, 5th, 6th grades) had significantly higher scores on creative tendency, self-concept, and attitude toward school. For third grade students no significant difference existed on creative tendency. Control pupils had a higher attitude toward school while IPI students had a higher self-concept. The conclusion was that the effects of IPI are not felt at the lower grade level as much as the upper. (KC)