This newsletter contains a series of brief reports concerning methods of individualizing language learning and describes several ongoing experiments. The first article illustrates how individualized achievement charts aid in determining students' instructional needs. Group work and oral testing are discussed as a means of individualizing a course in literature. Language learning drills are examined from the point of view of their psychological impact on student attitudes, and means to alleviate negative effects are proposed. The final article considers a language program at the University of California in which the teacher is seen primarily as a resource person. (RL)