Reported is an investigation designed to (1) utilize the Carroll model as a framework for implementing a mastery learning strategy in a nongraded setting, (2) identify the Carroll model as a possible theoretical basis for administrative decisions regarding the organizational structuring of schools, and (3) test certain hypotheses derived from the model which have implications concerning school organization. The Carroll model of school learning is a paradigm describing the degree of learning that occurs in a school setting as a function of time spent on a learning task divided by time needed for its mastery. Seventeen null hypotheses were investigated in the study which used a sample of 169 students enrolled in an algebra I unit focusing upon the four basic operations. Among the major findings was that a high quality of instruction characterized by feedback/correction procedures fostered a significantly greater degree of learning among students and a significantly greater number of classes spent by students than did a low quality of instruction characterized by the absence of feedback/correction procedures. The Carroll model's hypothesized interaction between ability to understand instruction and quality of instruction relative to degree of learning was confirmed statistically. (Author/PEB)