Initiating an individualized approach to instruction must begin with an assessment of the needs and goals of the teachers. To provide this analysis, a diagnostic system was built, consisting of an inventory of teaching and learning needs and of procedures for implementing a learning plan based on this inventory. A one hundred and four item inventory was constructed in six sections: professional development needs, attitudes toward education, background in instructional theory and design, an evaluation of a course taught, the use made of diverse methods of evaluating instruction, and an analysis of instructional problems. The inventory was presented to forty college professors who were told that its purpose was to examine their needs as teachers so that they would be able to determine their personal learning plans in their course. First analyses determined what each personal learning plan would be and acted as a contract between the teacher and the coordinator of the course. Inventory data was computerized as was data gathered from each participant throughout the course in regard to both the learning plan and the utility of the inventory. Results indicate that those teachers who are already motivated, self-directing, and have a specific problem which they wish to solve will put more effort into their work and will take better advantage of the resources provided. The need for further refinements of instruments and related questions for research are indicated. (DAG)