The relationship of organizational and instructional features in Individually Guided Education (IGE) schools and the achievement of second and fifth grade students was studied in Phase I of the IGE evaluation. A positive relationship between organizational features and teacher job-satisfaction was found in a sample study of 156 schools. Reading and mathematics Instructional and Research (I&R) units in each school were analyzed with student achievement hypothesized to be positively correlated with measures of: (1) the organization of classroom instruction; (2) the use of varied curriculum materials designed to be compatible with the Instructional Programming Model (IPM); (3) the extent of schoolwide implementation; and (4) assorted features distinctive to IGE. None of the hypothesized links with student achievement were supported by the data. The IPM practice of individualizing instructional decisions was found to be facilitated within I&R units and Instructional Improvement Committees. The empirically testable premises of IGE are assessed as an educational system rather than by comparison with other schools. (Author/CM)