The paper describes The Individualized Training Plans-Goal Setting Procedure (ITP) in which students training to be special education teachers interact with a computer in an individualized session to establish a prioritized set of training goals. The model is discussed, and four phases (relevance of each goal area, performance expectations and expectations for change, prioritization of training goals and budgeting of available training time, and a summary) are reviewed. Student reactions to the ITP are analyzed in terms of satisfaction, aspects liked least and most, and student teacher assurance of final competence. It is explained that the students were well satisfied with the procedure, more assured of their final competence, initiated contact for their advisement more often, and saw themselves as having grown more. (CL)