The article discusses the educational situation in Queensland and offers an alternative to the present open education plan. It suggests: that traditional education is appropriate for teaching basic skills, as in specific areas of mathematics where one level of mastery may depend on certain knowledge at a lower level; that curricula which are sequentially or spirally organized may best be directed by employing non-grading; that non-grading requires a set curriculum while open education imposes no such requirement; and that an open approach is appropriate for gaining knowledge that is not basic or unchanging, or that is not sequential. Additionally, the article offers three practical limitations relative to the implementation of the multiple-progress plan; these involve the amount of time and work in compiling a core-curriculum, deciding the proportion of the core-curriculum that will be devoted to non-grading, and dividing the non-graded areas into levels. It is suggested that because small school teachers must work in two or more year levels at the same time, they are perhaps better equipped for this task than teachers from larger schools. (AH)