The first of three project goals formulated for the Cleveland Public Schools was to improve the level of mastery of specified language and mathematics skills. The second, but primary, goal of this three-year endeavor was to develop, implement, and refine a replicable mastery-learning instructional model involving a staff team (English teacher/ mathematics teacher/counselor) with "average" grade 7 students. Project implementation provided an opportunity to formulate, test, and refine a workable model based upon the research of Bloom and Carroll. In the cognitive domain, supplementary Mastery Learning: Team Approach (MLTA), instruction focused upon selected verbal/numerical skills. In the affective component, attitudinal aspects of academic achievement were emphasized in supplementary group-guidance sessions provided by counselor-members of project teams. The third project goal, to prepare a procedural manual, was effected on the basis of first-year MLTA operations and was used as a guide for project implementation and revisions during the summers of 1979 and 1980. Despite quite adverse conditions during these years, which prevented project implementation at the intended level, evidence indicated that all three project goals were reached. (Author/RL)