Two prime factors are noted in the attainment of excellence in education: (1) an excellent teacher and (2) a situation that makes individualized instruction possible. Researchstudies comparing such grouping methods as homogeneous, heterogeneous, the Joplin Plan, team teaching, and nongrading are reviewed. The author suggests that school organization plans of themselves cannot provide for individual differences, but the more flexible plans free the teacher to do so. The research studies on individualized instruction are compared to show that this approach is more effective than basal group teaching in some cases, but equally or less effective in other cases. Some programs using autoinstructional devices are explained. Included among the tentative conclusions are: (1) individualized reading requires highly competent teachers and (2) less capable pupils are less likely to be successful in individualized reading than in more conventional methods. An extensive bibliography is included. (CM)