This study investigated the extent of individualization of instruction present in the teaching of English in selected schools in Alabama. The study encompassed a ten per cent stratified random sampling of secondary English classrooms. Each participant was mailed a questionnaire based on the descriptions and the discussions extrapolated from the literature pertaining to the individualization of instruction. This literature included five component areas of individualized instruction: environmental situation, teacher role, student involvement, curriculum and materials, and evaluation and reporting. It was concluded that individualization of instruction as defined by this study, if present at all, was limited and not consistently present in all five of the component areas. The descriptive information gathered from each component area contributed to an entire image of a traditional environment encompassing traditional curricula based on traditional materials taught in a traditional way with the teacher and the student filling traditional roles. (Author/TS)