An inservice development program was designed to insure that teachers acquire skills crucial for the operation of an individualized program, that these skills be acquired in a relatively short time, and that transfer be made to the classroom setting. The program consisted of (1) two preservice conferences covering information on materials organization, room arrangement, computer services, individualizing the student's programs, tutoring and counseling skills and (2) inservice consultant services. Behavioral objectives were written to be achieved in the conference setting and performance criteria developed to define desired classroom behaviors. Materials were presented as modules consisting of sets of objectives and activities which could be completed independently or with partners or small groups; they included written material, filmstrips, slides, and problem-solving games. Training conference activities incorporated the social learning techniques of scheduled reinforcement, imitation, and successive approximations. The use of consultants as change agents provided the means for individualization of the affective variables. Consultants visiting a teacher's classroom identified and reinforced some desired behaviors and aided in the acquisition of others through such techniques as review and supplementation of conference materials, reinforcement of approximations of appropriate behavior, and several types of modeling procedures. (JS)