An evaluation was conducted of a comprehensive plan to restructure a primary school in Candler County, Georgia, into a non-graded, multi-age, continuous progress learning center. The project entailed restructuring the classroom, implementing a shared decision-making structure, developing a learning curriculum, and using portfolio assessment to monitor student progress. The project was evaluated on three objectives: academic success, positive self-esteem and socialization, and the project's shared decision-making structure. These objectives were evaluated according to a case-study design, with the inclusion of quantitative and qualitative techniques. Academic success was examined through the following instruments: the Iowa Test of Basic Skills, portfolio writing, an informal reading inventory, and teacher ranking. Parent questionnaires, teacher questionnaires, and teacher interviews were used to evaluate positive self-esteem and socialization. Teacher interviews, teacher workshops, teacher questionnaires, and parent questionnaires were used to examine the shared decision-making structure. The evaluation found that all three objectives were being met by the project. Caveats included the need for administrative support, teacher understanding and motivation, cooperation from other schools and the central office staff, and community support. (VL)