The use of the audio-tutorial (A-T) individualized teaching approach at the University of North Dakota is described. This approach, which was based on the work of S. N. Postlethwait and the philosophy of B. F. Skinner and Benjamin Bloom, attempts to match an instructional strategy with the needs of the learners. The modified A-T graphics approach was designed to increase scheduling flexibility, reduce learning time, allow for individual differences, and reduce costs. The effectiveness of the A-T approach in basic engineering graphics was compared to the traditional lecture-lab (L-L) approach. The A-T group consisted of 84 students, mainly new freshmen majoring in engineering. While the course content was identical, the L-L approach was more structured. Students' attitudes about the approaches were determined by pre- and post-tests. Competitiveness, procrastination, attrition, and performance were assessed. Findings include the following: students with previous drawing and visualization experience benefited most from the individualized approach; the A-T approach resulted in significant work-time savings for students; and many A-T students could not master the additional self-discipline required to maintain a steady pace. (SW)