Based on the assumption that each student learns in a unique way, this paper outlines the factors to be considered before selecting the methods of instruction for particular mathematics courses and their students. The advantages and disadvantages of the lecture/textbook and question/answer method, individualized instruction, self-pacing, discussion/demonstration, field experiences, and tutorials are described. Characteristics of courses and students, and suggestions regarding these methods of instruction are outlined for the following elements of a mathematics curriculum: (1) pre-college courses--vocational-technical, arithmetic, elementary algebra, intermediate algebra; (2) first year courses--college algebra, trigonometry, modern mathematics I and II, liberal arts mathematics, statistics, mathematics for business, and economics I and II; and (3) second year courses--pre-calculus, calculus I, II, and III, and differential equations. Other considerations in program development include instructor role, media, counseling, placement testing, student follow-up, tutoring, funding, and attendance. A summary of cognitive mapping, a list of textbooks, and a bibliography are included. (MB)