In examining the titles of this year's conference presentations, the author noticed quite a few papers that focus on learner-specific issues, for instance, papers that address learning styles, learner needs, personality and learning, learner modeling and, more generally, pedagogical issues that deal with individual learner differences in computer-assisted language learning (CALL). Over the past few years, her research has frequently returned to the notion of individualized instruction, or "adaptive" CALL, whether in terms of learner feedback or, more generally, natural language processing (NLP) and learner modeling. For this reason, she would like to focus on adaptive CALL and the concept of learner personas. The author takes a very brief look at the historical development of individualized instruction considering its goals and development over time. She then illustrates how the concept of learner personas could possibly contribute and eventually result in a more individualized learning experience. (Contains 4 figures.)