This project examined the implementation of Individual Learning Plans (ILPs) in an outer suburban, low socio-economic Primary School in Melbourne. The school first began implementing ILPs for all students in 2000, as a means to shift teacher thinking about curriculum implementation. Through this it was anticipated that planning, teaching and assessment pedagogy would improve to better cater for individual dent needs. It was hoped that the ILPs would enhance parent support as a result of their involvement in their child's learning. This research investigates the impact of ILPs on teacher practice (including assessment and parent / teacher communication) and on student outcomes. The methodology used was predominantly qualitative. However, the researcher wanted to gain an overall understanding of parent values relating to ILPs by implementing a quantitative survey. Issues raised by parents were investigated through focus group interviews and the perspectives of teachers were gained through qualitative questionnaires. The impact of ILP implementation on curriculum and student outcomes was investigated through the analysis of student achievement data in Literacy and Numeracy and through student attendance data. Many unexpected and positive outcomes were uncovered from this research project. For example, while parents were supportive of ILPs, they raised suggestions not included in teacher data. Teachers were also positive towards the use of ILPs for all students, despite the work involved. Overall, the research has provided interesting results regarding the large-scale implementation of ILPs in a mainstream setting.