This report describes the Distance Learning Project North, which began in September 1988 in Alberta, Canada. The primary emphasis of the project was on increasing equity in educational opportunity and the focus was testing alternative distance education delivery systems which can be used to provide equitable, cost-effective education to the project schools. The project was to explore a multi-grade model where a "classroom" was composed of students from many grades in learner-centered mathematics supported by a computer managed learning (CML) system. Students in these classes would study modular, independent learning materials while receiving instructional support, question and answer support, evaluation and assessment from off-site. A case study evaluation consisting of interviews, observations, and document analysis was used to ensure recognition of contextual factors that affected the project. Results indicate that overall attitudes toward the CML mathematics experience were positive. Organization and structure of materials may be improved, and both students and teachers would benefit from orientation to the distance learning program prior to its commencement. Copies of the interview protocols used with principals, teachers, and students are included. (DB)