In the present study, a form of individualized instruction is compared with the conventional lecture approach. Hourly and final exams given to both groups indicate a superiority for students under individualized instruction, which, while highly significant statistically, represents only moderate pragmatic gains. Attitude questionnaires indicate more positive attitudes for students receiving individualized instruction; however, it appears that individualized instruction produces no study skills that the students later employ under the conventional system, and it is no more beneficial for low performing students than for high performing students. It was found, in addition, that those receiving individualized instruction are able to evaluate their mastery of the assigned material more accurately than students taught by the lecture method. It is recommended that future research be directed at separating some of the many factors that make up individualized instruction so as to identify their relative contributions to this method of instruction. (Author/HS)