The purpose of this study was to determine whether "Learning Activity Packages" (LAPs) could be used as the basic instructional material of individualized instruction for certain types of students and not for others. A sample of 133 biology students was selected at random and assigned to one of three groups, low, medium or high, on the basis of both self-assessment and teacher assessment of their achievement of instructional goals. Eleven student variables (sex, IQ, reading level, science achievement, attitude, aptitude, motivation, time enrolled at the school, time to complete a LAP, and science grades) were examined via multiple analysis of variance to determine which characteristics were associated with successful use of LAPs. Results revealed that all the variables taken simultaneously discriminated significantly among success categories. Significant differences among means were found for each of the variables except that of motivation and time enrolled at the school. Significant relationships with success existed for all but those two variables. It was concluded that relative success with LAPs was related to several student characteristics and that LAPs may not be an effective means of individualizing instruction for students in the lower ranges of IQ, reading ability, attitude, science grades, and the other variables related to success with LAPs. (Author/EB)