The major objectives of this project were a) to facilitate teacher role changes necessary for transition from a group-paced to an individualized program, b) to develop a parent information and orientation program, c) to identify needs necessary for a transition of teacher roles, and d) to develop an instrument to analyze teacher performance in systems of individualized instruction. Teachers and students representative of all grade levels except kindergarten in five California school districts and parochial schools of the Catholic Archdiocese of San Francisco participated in the study. Project programs used systems approach techniques, while in-service activities were generated from needs assessment and problems analysis. Performance requirements were established and program budgeting and time management techniques were used as project management tools. The results showed a significant positive change in parent and teacher attitude and knowledge of individualized instruction. Attitudes and achievement of the students in the classrooms of experimental group teachers seldom exceeded those of students in the classrooms of control group teachers and were sometimes significantly below them in attitude toward school environment and achievement in language, reading, and math. (MJM)