To meet the needs of a totally integrated system in which students achieve at drastically different levels, Chapel Hill City Schools developed a 3-year plan to improve the ability of teachers to develop individualized instructional materials. In the first year of the program (1969-70) a teacher education staff was organized and employed to carry out a comprehensive pre- and inservice teacher education program. Strategies consisted of 1) a system-wide, 2-week summer workshop on individualized instruction (65 percent of the 250 teachers participating); 2) released time for teachers to develop materials for individualized instruction approximately 14 half days for each elementary teacher, less for secondary; 3) mid-year evaluation survey which resulted in changes of strategy for the second level and in a series of 4-day, grade level, systems-wide workshops for elementary teachers for more assistance in individualized reading instruction; 4) concentration on model programs at the secondary level: tutorial reading clinic utilizing community volunteers, and independent study and small-group work plans; 5) workshops to instruct teachers in the techniques of creative dramatics. In one year the project was able to noticeably alter the educational philosophy of the system and to make teachers more aware of individual needs. Teachers are now using more diversified media and techniques to make instruction more appropriate. (JS)