The present study was in part a case study involving the levels of use that existed among a sample of second- and fourth-grade teachers using or anticipating the use of individualized instruction in reading and mathematics instruction. The sample was assumed to include both users and nonusers of the innovation as half the schools were involved in individually guided education (IGE) and half were not. The study also explored the relationship between the level of use of an innovation and learning outcomes in students. The levels of use reported indicated that most users at one of two of the eight possible levels. It was also determined that some teachers in the IGE school were not using the innovation while some teachers at the non-IGE school were. The many analyses conducted indicate that there are significant differences in student achievement between teachers at different levels of use. (Author/IRT)