A personalized model for faculty development and a case study demonstrating its utilization are presented. The increasing need for stronq faculty development programs is noted with specific reference to the increasing numbers and varying types of college students. To respond effectively to the needs of this burgeoning student clientele, provisions must be made to equip faculty to meet the demands of the profession. The model proposed includes six steps: (1) needs assessment; (2) identifying the most crucial needs; (3) defining problems, proposing strategies and actions; (4) determining tasks and identifying doers; (5) doing; and (6) progress reports and display of products. The model is designed for planning and implementing a series of activities that permit individual staff members to engage in those aspects of the program that seem most profitable or meaningful to them and to their own professional growth. It is suggested that for the program to be successful, the staff must believe faculty development to be important and participation in activities must be voluntary. A case study of an individualized faculty development program involving faculty from 18 colleges is presented. The Program for Development of Community College Faculty (FDP) was designed to provide personalized faculty development for Alabama's two-year colleges. FDP included a summer program, statewide conferences, programs in participating colleges, and graduate credit activities. A one- and three-year followup evaluation of the program are included. Appended are: programs for statewide faculty conferences, a sample semantic differential study, followup questionnaire to faculty, and a questionnaire for deans of instruction. (SF)