Individualization and personalization of instruction in general and in foreign language study are examined. The historical and theoretical background of individualization and aspects of various programs are discussed. The concentration is on the literature and programs as developed in the 1971-73 period. Individualization of foreign language programs in the high school, college and university, and elementary school are considered. Since students learn at different rates, for different reasons, and in different ways, the concepts of individualization are well grounded in learning psychology. Self-pacing, learning packets or programmed learning, mini-courses, and career orientation are features that serve individual student needs. The development of techniques and procedures that make the daily operation of a program successful are discussed. Flexibility is a key word for the processes that are usually derived from informal classroom experimentation. Effective models for space utilization in the open classroom are presented. The use of performance objectives, contracting for grades, and the joint effort of teacher-student interaction to set goals and conditions for learning are elements of personalized and individualized programs. When individualized programs are part of the total school organization or the language department, differentiated staffing contributes greatly to an efficient operation. Group work is the most commonly employed strategy in individualized programs today; only a few operate under completely independent or programmed techniques. Student evaluation and testing in individualized programs are discussed. Programs are being evaluated as they affect motivation, attitude, and attrition. (SW)