An interactive model for the design of individualized instruction was developed and implemented, with activities explicitly prescribed for the instructor and the educational technologist. Using this model--PIERIM (Production, Implementation Evaluation and Revision of Instructional Modules)--a traditional elementary education course was converted into 25 instructional modules. The modules were used in a conventional classroom (N=19), revised on the basis of learner performance, and then used in a self-instruction environment (N=28). The pre- and posttest performances of the two groups were approximately equal. Evaluation of the modules was undertaken by faculty members who ranked the instructional modules on the basis of the relative importance of a teacher candidate being able to demonstrate the behavior described by the modules. Rank correlation between the two sets of rankings was .71 for the total set of modules. The major identified weakness of a set of instructional modules produced by the PIERIM model remains: the relevance of the set of instructional modules, when compared to a specific teacher competency, cannot exceed the relevance of the subject matter from which the modules were derived. (MF)