This study was concerned with a description of the Pre-Professional Individually Prescribed Instructional (PIPI) model introduced into the curriculum of the College of Engineering at Oklahoma State University and its relationship with achievement, self-concept, and study orientation among freshmen engineering students enrolled in Freshman English Composition. Forty-four students were assigned to a section of the course using the PIPI model, and 44 students were assigned to a section of the course using a non-PIPI model. Four research questions concerning writing skills, academic performance, self-concept, and study orientation were formulated. The American College Testing (ACT), the Survey of Study Habits and Attitudes (SSHA), the Tennessee Self Concept Scale (TSCS), an essay exam, and semester grades provided data for describing the relationships of the model with the various measures. The results indicated that the PIPI group achieved a lower mean on the essay exam than the non-PIPI group but had more students who reached the acceptable level of competence in writing. More students in the PIPI group received an A or B for the course than in the non-PIPI group, but more PIPI students failed the course. Scores on the TSCS were higher for the PIPI group. (Author/WR)