Over 150 teachers from five western-central states completed questionnaires on their experiences with individualized reading (IR). Most of the respondents were familiar with IR and had used it at least limitedly in their classrooms. They praised IR's advantages as generating greater student interest, allowing for self-paced progress, and encouraging personal student-teacher relationships. However, they felt that, when IR was used exclusively, basic reading skills were neglected. In actual practice, IR has probably been absorbed into total reading programs, has had an influence on the selection and uses of materials in the classroom, and has made teachers more aware of pupil differences. The future of IR probably lies in its ability to pressure schools to encounter individual differences and resolve them with the reading program. (JB)