Individually Guided Education (IGE) is an alternative to the traditional age-graded form of elementary schooling. In a typical IGE school, the principal shares her/his authority with leaders of units in decision-making domains and reaches decision by consensus. The leader of a unit in turn shares his/her authority with unit teachers in making decisions. The purpose of this study was to explore the change process and change contents in the phases of mobilization, implementation, and institutionalization of IGE. Because of the entrenchment of the present-day graded system, implementation of IGE is rarely done as originally intended because of the different educational backgrounds, conceptions, and traditional forms and practices held by teachers and students. Reformers need to expect that any original plan will be interpreted, modified, and used in accordance with the professional cultures and ideologies extant within and asserted through institutions. To increase the possibility of institutionalizing a large reform program like IGE, staff teachers need to be involved in the decision-making process; administrators need to be aware of teachers' attitudes toward change; and adequate facilities, materials, and financial assistance need to be arranged for. Once institutionalized, IGE should receive follow-up support. (Contains 54 references.) (RT)