THE PURPOSES, CURRICULUM STRUCTURE, TEACHER'S ROLE, AND TYPES OF PROGRAMS IN ENGLISH, SCIENCE, MATHEMATICS, AND HISTORY IN A NONGRADED HIGH SCHOOL ARE DESCRIBED. THE PURPOSE OF THE NONGRADED ORGANIZATION IS TO SHIFT THE RESPONSIBILITY FOR LEARNING FROM THE SCHOOL TO THE STUDENT. COURSES ARE SELECTED BY THE STUDENTS, WHO ARE ADVISED TO CHOOSE COURSES IN LINE WITH THEIR ACHIEVEMENTS AND ASPIRATIONS. THE CURRICULAR STRUCTURE IS BASED ON FIVE PHASES, OR RANGES OF ACHIEVEMENT LEVELS, TO ACCOMMODATE THE VERY SLOW, AVERAGE, SUPERIOR, AND EXCEPTIONAL STUDENTS. IN THE FIRST ACHIEVEMENT PHASE, SPECIAL ASSISTANCE IS GIVEN IN SMALL CLASSES. IN THE SECOND PHASE, BASIC SKILLS ARE EMPHASIZED. THE THIRD PHASE PROVIDES LEARNING EXPERIENCES FOR AVERAGE STUDENTS. THE FOURTH PHASE DEALS WITH THE SAME AREAS BUT IN GREATER DEPTH. IN THE FIFTH PHASE, STUDENT ASSUME COMPLETE RESPONSIBILITY FOR THEIR LEARNING AND TAKE COLLEGE LEVEL COURSES. IN AN ADDITIONAL PHASE, CLASSES ARE NONGRADED, IN STILL ANOTHER, STUDENTS ARE PERMITTED TO RESEARCH AN AREA OF SPECIAL INTEREST FOR 1 TO 3 HOURS A DAY UNDER THE SUPERVISION OF A FACULTY MEMBER. THE TEACHER'S ROLE IS TO LEAD STUDENTS TO ACTS OF DISCOVERY THAT CONSTITUTE LEARNING. SUCH PASSIVE LEARNING EXPERIENCES AS LECTURE OCCUPY A MAXIMUM OF 20 PERCENT OF THE TIME, THE BALANCE BEING DIVIDED BETWEEN GROUP DISCUSSIONS AND INDIVIDUAL RESEARCH ON QUESTIONS PROPOSED BY THE TEACHER. FACILITIES AND EQUIPMENT PROVIDE OPPORTUNITIES FOR FLEXIBLE TEACHING. TECHNOLOGICAL DEVICES LIKE OVERHEAD PROJECTORS, AMPLIFYING SYSTEMS, TAPE RECORDERS, AND HEADPHONES FACILITATE LARGE CLASSES.