Foreign language study is appealing to a broader clientele today, which results in a great diversity of needs. A more personalized curriculum and instructional activities geared towards accommodating the needs and interests of the individual are needed. The cultural background of the learner is a significant factor in determining his frame of reference and in assessing his needs in order to design curricula. Individual differences extend beyond socioeconomic factors, ethnic background, and interests. Focusing on the unique characteristics of the learner requires a highly diversified curricula and individualized learning. This emphasis on the needs, characteristics and interests of the learner highlights the importance of goal formulation. Students should be involved in cooperative planning in order to reconcile personal goals with instructional goals. Multiple goals and diverse curricula require flexibility from teachers. Teachers must expand and reinforce the text with a great variety of supplementary materials and activities. There is a trend toward teacher involvement in developing and adapting materials. Personalized curricula require changes in the measurement and evaluation of student progress. The following are among the many topics discussed: (1) difficulties and issues in establishing curricular goals; (2) the length of the foreign language sequence; (3) selection of content; (4) organization and scheduling; (5) characteristics of exploratory programs; (6) the mini-course concept; (7) career-oriented language programs; and (8) bilingual-bicultural curricula. (SW)