With focus on improving the effectiveness of the Mathematics Laboratory at Somerset County College, this paper provides background information on individualized instruction programs and learning centers, assesses the current status of the Math Lab, and offers a series of recommendations for immediate implementation. The first sections set forth a series of 12 philosophical assumptions underpinning the learning center concept and identify the goals and objectives of learning centers. The next section argues for a definition of individualized instruction that takes into account appropriate teacher roles and behaviors as well as student activities; and identifies the components of a systems approach to individualized instruction as assessment of learner needs, diagnosis, prescription, interaction process, evaluation, reassessment, follow-up, and recycling. After presenting a hierarchy of learning improvement programs which places remedial courses at Level I, learning assistance for individual students at Level II, course-related learning services at Level III, and comprehensive learning systems at Level IV, a proposal is presented for moving the Somerset Math Lab from Level II to Level III and then Level IV. Following a set of specific recommendations for Math Lab utilization in fall 1984, the paper offers a proposal for the future of the Math Lab and developmental math courses at the college, focusing on instructional materials, management, student motivation, and staffing. (AYC)