The aims of this study are 1) to survey and summarize reports on predictions of teacher role changes, 2) to check the predictions against available empirical investigations, and 3) to discuss consequences of teacher role changes for teacher training, research on teaching, and the refinement of innovations. Some rationales for role prediction studies are considered. The reports researched indicate that relatively little interest has been shown in the teacher's role within an individualized system. The predictions and expectations identified are summarized to make possible an empirical check against six studies which use direct observations of teacher activities in the classroom as a source of data collection. There are reasonable grounds for predicting an extended use of individualized instruction aided by educational technology, and it therefore seems advisable to introduce student teachers into the fundamentals of this type of instruction. Other predictions are that the teacher will spend more of his time interacting with individual students and small groups and that team arrangements for common planning and execution of instruction will become more widespread. Empirical evaluation which is a basic feature of educational technology should include continuous checks on the teacher role so that modifications can be made in the system arrangements and appropriate teacher training programs can be designed. (MBM)