PROGRAMED MATHEMATICS INSTRUCTION WAS USED OVER A TWO-YEAR PERIOD IN THE HIGH SCHOOL AT DES MOINES, NEW MEXICO. THE MAIN PURPOSE WAS TO OVERCOME MATHEMATICS LIMITATIONS OF THE COLLEGE-BOUND STUDENT FROM SMALL SCHOOLS AND TO OFFER NON COLLEGE-BOUND STUDENTS A SOUND MATHEMATICS BASE CURRICULA. THE TEST GROUP OF 46 STUDENTS BEGAN AT 3 DIFFERENT POINTS IN THE PROGRAM AND PROCEEDED INDIVIDUALLY. THE PROGRAMED COURSES USED WERE "MODERN MATHEMATICS, COURSE I" (SRA), "INTRODUCTION TO MODERN MATHEMATICS" (TMI GROLIER), AND "PROPERTIES OF NUMBER SYSTEMS, VOLUMES I AND II" (TMI GROLIER). PARENTS RECEIVED PROGRESS REPORTS ON THE STUDENTS RATHER THAN PERCENTAGE OR LETTER GRADES. EVALUATION OF THE PROJECT INDICATED FEW OPPORTUNITIES FOR INTERACTION BETWEEN TEACHER AND STUDENTS, AND STUDENT-REACTION CONTRIBUTIONS TO THE GROUP WERE LACKING. IT WAS CONCLUDED THAT PROGRAMED MATERIALS SHOULD SUPPLEMENT, AS ENRICHMENT FOR THE ABLE STUDENT AND ASSISTANCE FOR THE SLOW LEARNER, RATHER THEN REPLACE STANDARD INSTRUCTIONAL MATERIALS. (JEH)