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The objective of this paper is to evaluate from experimental data and observation five theoretical features of F. S. Keller's Personalized-Proctorial System of Instruction (PSI) for engineering education. This system was tested in courses in nuclear, mechanical, electrical, and operations research engineering at The University of Texas at Austin. We have found that students easily take advantage of the unique features of PSI and adapt them to their own needs, that they enjoy learning by this method, and that they learn more than in conventional courses. Our results indicate that the selfpacing and unit perfection features of PSI are extremely appropriate for engineering education; that the emphasis on written-word learning and the use of proctors are definite assets; and that the motivational lecture feature is of lesser value.