This paper describes individualized learning, a form of individualized instruction that emphasizes students' self-paced learning progress within a tutorial teaching structure, as it was used in a freshman composition program. The teachers first determined the composition skills that their students should have acquired upon completion of the three required courses, and then they organized their teaching and testing materials in a unit mastery sequence. Placement tests established the starting point for each student within the required sequence. The classroom environment was an open assembly area with a separate testing room, allowing informal, one-to-one student/teacher conferences that stressed learning rather than testing. Grading was based on quality instead of quantity; students progressed to another instructional unit only after showing adequate performance in the previous unit. Two surveys--one of student responses after course completion, the other from achievement test results--indicate that this individualized learning approach is a successful method of compostion instruction. (RL)