This study attempts to determine the value of individualized instruction used in three sociology classes at Moraine Valley Community College (Illinois). The classes incorporated a programed learning textbook, measurable behavioral objectives, instructor-student conferences, self-paced learning, and immediate student gratification. A questionnaire to determine pre-course expectations, an evaluation of course procedures, and to compare the course with traditional courses, was returned by 46 of the 54 students in the classes. Some findings were: (1) the major factor influencing a student to take the course was the expectation that he could work at his own pace; (2) individualized instruction appeared to afford the student greater opportunities to assimilate course materials and interact with the instructor; (3) the flexible scheduling did not stimulate learning because too many students tended to procrastinate; and (4) students favored the individualized course to the traditional courses, although they missed having a class identity and class discussions. (RN)