DESCRIBED IS THE REORGANIZATION OF A FLORIDA HIGH SCHOOL FROM A GRADED TO A NONGRADED PHASED CURRICULUM DEVELOPED AROUND STUDENTS' ACHIEVEMENT LEVELS, RATHER THAN THEIR CHRONOLOGICAL AGES. CLASSROOM WORK ACCOMPANYING VARIOUS ACHIEVEMENT PHASES IS DESCRIBED. REMEDIAL WORK IS EMPHASIZED IN THE FIRST PHASE, BASIC SKILLS IN THE SECOND, AVERAGE LEVELS OF COURSE CONTENT IN THE THIRD, THE SAME MATERIAL IN THE FOURTH BUT WITH COVERAGE QUALITY REACHING A DEEPER LEVEL, AND COLLEGE LEVEL COURSES IN THE FIFTH, WITH STUDENTS ASSUMING COMPLETE RESPONSIBILITY FOR THEIR EDUCATIONS. AN ADDITIONAL PHASE ALLOWS CAPABLE AND INTERESTED STUDENTS TO DO INDEPENDENT STUDY AND RESEARCH IN AREAS OF SPECIAL INTEREST UNDER THE GUIDANCE OF A FACULTY MEMBER. PHILOSPHY UNDERLYING THE PHASED CURRICULUM PROVIDES FOR STUDENT LEARNING ACCORDING TO INDIVIDUAL CAPABILITIES, WITH ABILITIES CONSIDERED SEPARATELY IN RELATION TO EACH SUBJECT. STUDENTS ADVANCE TO A HIGHER PHASE ONLY WHEN THEY ARE WILLING AND READY. THE EFFECT OF PHASING ON DIFFERENT AREAS OF THE CURRICULUM IS DISCUSSED. TRAINING IN READING IS CONSIDERED AS MUCH A HIGH SCHOOL AS AN ELEMENTARY SCHOOL CONCERN. IN THE PHASED CURRICULUM, INTENSIVE REMEDIAL WORK IN DAILY READING LABORATORIES INCREASES PROFICIENCY. STUDENTS WITH POOR MATHEMATICAL BACKGROUNDS ARE SCHEDULED FOR INCREASED TIME IN SMALL CLASSES. THE NEW ROLE OF THE TEACHER IN THE NONGRADED ORGANIZATION IS EXPLAINED. TEACHER PRESENTATION OF MATERIALS OCCUPIES ONLY 20 PERCENT OF CLASS TIME, WITH THE REMAINDER DIVIDED BETWEEN SMALL GROUP DISCUSSIONS AND INDIVIDUAL PROJECTS SPARKED BY TEACHER QUESTIONS AND SUGGESTIONS. THIS ARTICLE IS A REPRINT FROM THE "ATLANTIC MONTHLY," NOVEMBER 1964.