The objective of the Adaptive Learning Environments Model (ALEM) is to establish and maintain school environments that ensure optimal learning success opportunities for most students through adaptive instruction. Modification of the environment to accommodate student differences has been an important design consideration in the development of the ALEM. The program's design incorporates the use of interventions when necessary to modify a student's capability to function. An overview of the program design and supporting research associated with development, implementation, and evaluation of the ALEM are presented. Results of studies are organized into major categories. These include the degree of implementation of the program in a variety of school settings and the program's impact on classroom processes, teacher time use, and student achievement in mathematics and reading. The implications of the findings from the perspectives of instructional design, program evaluation, and research methodology are discussed. (Author/DWH)