This project sought to test the feasibility and effectiveness of experimental teaching in resource programs, by determining whether teachers could use continuous data to test successive hypotheses and empirically determine which reforms in an individual student's educational program produce the best performance outcomes. The project also evaluated whether learning and implementing experimental teaching procedures had any effect on teachers' knowledge, attitudes, and beliefs regarding individually tailored instruction. Fifty-five special education teachers were taught curriculum-based measurement procedures, time series research methods, and intervention strategies. Analysis of 2 years of research data showed that the teachers were successfully trained to identify effective instructional programs for their students. Student data indicated greater performance increases under a treatment-oriented strategy, where frequent program modifications were made on the basis of direct comparison of progress in successive intervention phases, rather than a more traditional goal-oriented strategy. Results from the measurement of teacher knowledge and beliefs indicated that teachers modified their beliefs concerning the effectiveness of educational interventions. Appendices include a listing and description of instructional contrasts generated by participant teachers, an intervention knowledge scale, and other items. (JDD)