The purpose of this study was to collect the necessary descriptive information which would enable educators to determine the extent to which the Duluth individualized-contract program was successful in implementing the individualization of instruction concept. Data was collected on students in fifth and sixth grades, both from the experimental program and from a more conventional program. Findings suggest that students from a middle socioeconomic background who were enrolled in the individualized-contract form of classroom organization attained expected levels of academic achievement. There were numerous indications that students in the individualized program were acquiring less positive attitudes about learning, school, fellow classmates, and themselves. The teachers in the program were generally positive in their responses to the program. The survey identified areas where the program was not accomplishing its objectives, as well as insight into teachers' feelings concerning administrators' expectations. (Author/KJ)