This report describes school and departmental changes that supported newly stated goals in a junior high school that departed radically from its traditional program. New goals for this particular school focused on the individual, and program agents were charged with helping each student (1) become his own agent, (2) become personally involved in his learning, (3) develop confidence in himself and others, and (4) find true satisfaction in learning. Data were obtained from informal interviews with both administrators and teachers and from an examination of pertinent school documents. Discussed are scheduling changes, class organization and content, grade reports, noncredentialed personnel utilization, teacher role change, student initiated classes, and time and energy demands on the staff. (MLF/Author)