A FOUR-PERIOD BLOCK PROGRAM CONSISTED OF ENGLISH, ALGEBRA, AND WORLD GEOGRAPHY. THE PROGRAM INCLUDED LARGE GROUP LECTURES, SMALL GROUP DISCUSSIONS, INDEPENDENT STUDY, AND A SUPERVISED STUDY HALL. PUPIL PERFORMANCE IN ENGLISH IN THIS SCHEMA AND PUPIL PERFORMANCE IN ENGLISH IN A REGULAR-SIZED CLASS WAS COMPARED. TEACHER REACTION AND STUDENT REACTION TO THIS TYPE OF INSTRUCTION WERE ALSO COMPARED. AN EXPERIMENTAL GROUP OF 38 STUDENTS FROM THE BLOCK PROGRAM WAS MATCHED WITH 38 PUPILS FROM REGULAR CLASSES. CRITERIA INCLUDED SEX, AGE, EIGHTH-GRADE VERBAL SCORES, AND ENGLISH TEST SCORES. AN AVERAGE INCREASE OF 3.00 IN CONTROL GROUP AND OF 3.45 IN THE EXPERIMENTAL GROUP INDICATED THAT THE EXPERIMENTAL GROUP DID ONE-SIXTH BETTER. HOWEVER STATISTICAL ANALYSIS, "T"-RATIO, SHOWED THAT THE DIFFERENCE WAS NOT SIGNIFICANT. TEACHERS FOUND MANY ADVANTAGES, STUDENTS RECEIVED MORE INDIVIDUAL ATTENTION, FACILITIES AND EQUIPMENT RECEIVED MAXIMUM USE, AND TIME FOR PARENT CONSULTATION AND STUDENT DIAGNOSIS INCREASED. STUDENTS IN THE BLOCK PROGRAM FELT CHALLENGED TO WORK HARDER, MADE GREATER PROGRESS IN LEARNING PROCEDURES, AND LIKED THE SMALL DISCUSSION GROUPS. SOME SUGGESTED IMPROVEMENTS WERE TO CONDUCT A PARENT AND FACULTY PRECOURSE ORIENTATION PROGRAM AND TO LEARN MORE ABOUT TEAM TEACHING.