The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals by these groups of students. A subsample to rate student progress consisted of a random selection of 61 elementary students from the LDR and 62 elementary students from the LDSC samples. Analyses using the Statistical Package for the Social Sciences were performed to compute frequency counts of different variables, t-tests, x squared tests, analyses of covariance, stepwise regression analyses, and T-score conversions. Results indicated that IEP goals were highly individualized. By analyzing goal frequencies, patterns, categories and progress, the study demonstrates that each student's educational programing was developed to match unique learning difficulties. In most cases, goal categories were not associated with a particular program model (LDR or LDSC), nor was goal progress associated with a particular educational ability and achievement level characteristic. Frequency of goal categories used in the LDR and LDSC programs varied according to duration of enrollment and to reading and math achievement levels. (Author/CL)