This paper describes an individualized reading program for grades one through twelve and discusses some of the administrative requirements for conceptualizing, implementing, and supporting such a program. It also presents the historical events that led to the development of the individualized reading program. A description is given of the Individualized Reading Center (IRC) which was designed to place the teaching of reading within the domain of qualified and trained reading teachers and to remove the teaching of reading from subject specialists in the language arts, social sciences, and mathematics. Several floor plans for the reading centers are included in this paper, along with schemas of the different approaches to be used in teaching the students. The role of the administration in enlisting the support of the community is also described. (RB)