This paper provides an historical and contemporary overview and criticism of individualized instruction, beginning with the Dalton Plan and Winnetka Plan of the 1920's. While there appears to be a proliferation of new individualized methods and procedures, they have existed in several forms in the past and have been utilized on a large scale, international in dimension. Although individualized systems are designed to provide opportunities for self-pacing by students, critics have charged that this method results in the devolution of teachers to mechanics and trainers. Individualized instruction is further criticized for its lack of opportunity for group interaction and for its lack of flexibility, as the planned curriculum has been broken down into multiple subunits, each requiring the student's attention, regardless of his needs. Individualized systems seem to promote linearity, continuity, and insularity where some argue that a more holistic and synthesized approach would be more appropriate. Demands for accountability will continue for some time and individualized systems lend themselves to objective evaluation of student learning, albeit the subjective is often ignored. Scrutiny and criticism of the individualized approach should be continued. Concomitantly, the most creative approaches possible within the scope of individualized instruction should be sought. (JDS)