This article addresses the problem of achieving a successful program of individualized learning. Two major points are raised. First, the teacher should realize the importance of diagnosing and understanding the different learning style of each pupil. Some children learn more readily by reading, others by hearing. Some learn faster when they can be physically involved in the process. Some children like to work for long periods on one topic without a break; others shift back and forth from one subject to another. Study habits differ in children, and these, too, should be considered by the teacher. Second, the value of learning by teaching is emphasized as a tool that should be used more extensively. Cross age teaching reinforces what has been learned by the student who is helping a peer. The desirability of the teacher putting himself or herself into a co-learning position with pupils is also discussed. (JD)