The Math Center described in this report operates at Pima Community College to provide individualized, self-paced instruction as an alternative to lecture courses. The report first describes the Center's staff organization and then examines seven courses offered through the Center on remedial, vocational, and transfer levels. Each of these courses is made-up of three one-credit modules. Policies are then outlined for course registration and scheduling, grading, and student monitoring via attendance records. Discussions follow of: the Center's open-entry policy, which is facilitated by the absence of late registration fees; the options available to students who do not complete work by the end of the semester; and the reasons students have for choosing individualized instruction over the lecture method, or vice versa. A comparison of student success rates in the individualized and lecture instructional modes precedes an examination of special problems centering around the selection, training, and scheduling of student peer instructors. After costs per student credit hour incurred at the Center are compared with costs incurred in traditional lecture settings, the evolution of the Center is traced from its inception in 1974. Forms and cost effectiveness data for the program are appended. (JP)