One pattern of educational adaptation to individual differences consists of selecting different educational goals for different individuals. This pattern assumes an educational system has provision for optional educational objectives, but within each option the instructional program is relatively fixed. Such provision may open important approaches to teacher education, allowing the classification of teachers for different roles in school staffs. Results from a recently initiated experimental individualized Secondary Teacher Education Program (STEP) (consisting of two different training sequences: social and instructional interaction skills and instructional design skills) are discussed within this context. (Author)