Teacher participation in a research project was examined to determine the effectiveness of an individualized mathematics program involving drill and practice in computation processes. The first data set was gathered from a laboratory school (experimental group) where the teachers were accustomed to trying out new programs, and a private school (control group) which already had a strong "basics" program. The experimental group was exposed to the new program, while the control group continued the standard program for an eight-month period. Post-tests of students revealed no significant difference between the groups on mean gain scores. The second set of data was gathered within the same time frame as the first, but with teachers who were not convinced they had a satisfactory program for instruction in basic arithmetic. A significant mean gain in scores was apparent in the schools which used the new intensive drill program. Findings suggested that, where a strong conventional program does not exist, the new experimental program can produce significant results. The study is claimed as a classical example of applied research in the classroom with teachers acting as researchers. (JD)