Individually Guided Education (IGE) is a complex educational system intended to enable the elementary school to provide an environment where students learn at a rate and in a manner appropriate to their own learning styles. This descriptive study concerns the implementation of the Developing Mathematical Processes (DMP) instructional program, which was created to be compatible with the IGE system. DMP approaches mathematics through the measurement of attributes. The major content areas are problem solving, place value, attributes, measurement, addition and subtraction, multiplication and division, fractions, geometry, and statistics. An emphasis is placed on exploring relationships between objects using processes such as describing, classifying, ordering, equalizing, joining, separating, grouping, and partitioning. The study was carried out at two schools; grades 2 and 5 participated at each school, and data were collected through tests on general objectives of the program, observations, teacher logs, and interviews. Profiles by school for each grade on means of instruction (pacing, grouping, materials, and interactions), time use (allocated, nonapplied, available, and engaged time), and achievement provide a basis for discussing the relationships among the variables. The report concludes with an analysis of the relationships among the variables as well as a discussion of unanticipated outcomes having implications for educational research and elementary education as a whole. (Authors/CJ)