Now that many schools are developing curriculums thoughtfully linked to standards--including benchmarks for achievement--many teachers wrestle with this question: Can we still make room for individualized instruction? The authors, who have taught at diverse international schools in many countries, believe the answer is yes. They argue that under the right conditions, personalized learning and standards are not only complementary, they are mutually dependent. Two key ways to foster an environment in which standards for learning and personalization flourish: (1) shift from planning curriculums and units around topics (such as the Italian Renaissance) to planning around global concepts (such as "what makes a renaissance?"); and (2) consider carefully what elements of the curriculum can and cannot be personalized. Learning outcomes and the criteria by which students' achievement is measured can generally not be personalized; activities toward outcomes and the forms of assessment can. (Contains 1 endnote.)