The Single Concept Introductory Mathematics Project (SCIMP) offered an individualized, self-paced, media-oriented approach to remedial algebra at the community college level. Seventy-one behavioral objectives were identified and videotapes and worksheets prepared for each; mini-tests were given after each lesson and a final exam administered at the conclusion of the course. Students checked the skills required in each lesson and then elected either immediately to "test out" of the objective or to seek instruction before testing; this latter alternative involved the options of studying worksheets, viewing videotapes, or interacting with tutors or the instructor. SCIMP was regarded as successful; completion rates were 50% higher than in traditional courses, learning was 11% to 18% higher. There was more efficient use of teacher time and students enjoyed the course. Since all students had to acquire to criterion each of the same skills and concepts, there was homogeneity of output; the feedback provided by the mini-tests led to early diagnosis and remediation of problems and frequent testing also aided retention. Finally, the modular organization of the course also facilitated both student grasp of specific concepts and easy modification of the instructional program. (PB)