A primary function of the teacher educator is to use himself, his students, and all the dimensions of teacher education (instructional organization, methods, content, materials, media, and evaluation) only as means for providing opportunities for prospective teachers to become teacher-scholars--unique individuals who can function intelligently in school and in the larger community. Because each student's cognitive operations, his approach to cognitive tasks, and his feelings about knowledge are personally unique, they cannot be disregarded by the curriculum builder. A total program focusing on the personal dimension of teacher education is needed. It would provide a one-to-one relationship between each prospective teacher and at least one education advisor. Rather than a specific sequence of courses, it might use a continuous seminar taught by an instructional team and make use of student grouping and teams of students with opportunity for continuous and appropriate independent study. Simulated materials, sensitivity training, programed instruction, educational TV, and data processing would be used to implement such an individualized curriculum. The institution then becomes a demonstration center providing the type of individualized learning the prospective teacher is expected to perpetuate. (A 39-item bibliography and an outline for discussion are included.) (JS)