The purposes of this study were to examine and evaluate the importance of three variables of Bloom's mastery learning model. The variables studied were specification of objectives, use of diagnostic-progress (d-p) tests, and use of alternate resources. The study used four seventh grade and four eighth grade classes; each grade classes were pretested each semester on course objectives. There was no significant difference among the classes at the .25 level. Each class took chapter, unit, and semester (posttest) exams based on the objectives. The first semester eighth grade classes received four different treatments: no variables (control class), behavioral objectives, objectives and daily ungraded d-p tests with recommendations, objectives and d-p tests with recommendations that included alternate resources. There was a significant difference between the control class and each treatment class. Using second semester seventh grade classes, a comparison between a control class and a class using daily ungraded d-p tests with recommendations was significant at the .05 level. The results indicate that the use of either a list of specific objectives or d-p tests with recommendations is sufficient for a significant increase in student mastery of the objectives. The second semester seventh grade classes received four different treatments: no variables, general objectives, specific objectives, and daily ungraded d-p tests with recommendations. There was a significant difference between classes using specific and general objectives at the .10 level. (Author/DB)