An economical strategy used to expand the curriculum at the Peterson (Minnesota) secondary school, a small rural facility, is described. The need for an enriched curriculum was identified on the basis of several shortcomings perceived in the existing school program: few electives, student stereotyping and cliques, and inadequate special needs programs. An opportunity to expand through consolidating with a neighboring school district was rejected in favor of an independent project to revise the curriculum. Emphasizing the advantages of small school faculty flexibility, this plan centered on an interest-based curriculum offering short term courses, a non-graded system, independent study, ability rather than age grouping, and phasing (offering a particular required course every third year). The strategy had several advantages. Students were able to select courses based on their interest, to associate with different groups of students, and to study under a variety of teachers. (LP)