Three schools in the same district were compared on the basis of achievement and attitude tests given in the third grade in 1974, and again in the third and fifth grades in 1976. Only descriptive statistics were used, since samples were known not to be random. The three schools were identified as a model of individualized instruction, a school with a similar population of youngsters using more conventional instruction, and a school whose children have higher socioeconomic status (SES) and intelligence. The Comprehensive Tests of Basic Skills showed that the school with higher SES children had higher scores on all six tests of Reading, Language, Mathematics, Reference Skills, Science, and Social Studies; but the school that emphasized individualized instruction showed a greater gain from third to fifth grade in reference skills and independent study skills. The findings also support the view that children in an individualized program had better attitudes towards school and school subjects, as measured by a semantic differential attitude scale and The Faces Test. (CTM)