Presented are guidelines for the use of learning centers to implement individualized instruction with elementary grade educable mentally retarded students. After an introduction, sections focus on the following topics: goals, objectives, the meaning of learning centers, operation of learning centers, classroom design, and starting the day. The largest section provides details, including scheduling and suggested materials, on the following recommended centers: individualized reading with instructor, spelling, language arts, chalkboard activities, language arts or reading workbooks, math workbooks, library, leisure time activities, games, art center, audiovisual center, handwriting, activity cards, activity books, film station, puzzles, and just for fun. Recommendations include encouraging pupils to feel independent at each center, and continuously evaluating the work of each pupil. (DB)