This report presents an overview of the background, change agents, structure, and operation of the Individualized, Performance-Based Teacher Education Program developed at Weber State College, Utah. The structure of the program was based on behavioral objectives, learning experiences, competency assessment, and application. The individualized instructional module was used as an effective learning instrument. The Weber Individualized Learning Kits (Wilkits) formed the basis of course blocks. Related course blocks were organized into systems for preparing elementary and secondary teachers. Each Wilkit was a learning activity divided into eight sections: title, introduction, content, preassessment, behavioral objectives, learning experiences, self evaluation, and proficiency assessment. In 1970 an evaluation specialist was added to the staff for one year. Data were collected from students and faculty; tentative observations resulted. Observations included 1) Both students and faculty are working harder than under the previous system. 2) Students are learning more. 3) There is a friendlier more cooperative student-faculty relationship. 4) Students are accepting responsibility for the decisions concerning their own preparation. 5) Students work to achieve competency in the absence of grades. 6) Students and faculty can adjust effectively to new behavior patterns. 7) Public school teachers and administrators show enthusiasm for educational innovation. The program received the Distinguished Achievement Award for 1971 from the American Association of Colleges for Teacher Education. Appendixes are included. (MJM)