In-depth interviews with eight teachers who consistently and successfully developed individualized, personalized classrooms are reported. The object of this investigation was to determine how these teachers perceive the teaching and learning process and how they view themselves and their development as teachers. The teachers varied in their teaching experience and represented a cross section of elementary school grade levels, but all had in common that they used individualized personalized teaching skills. A series of categories about teaching and teaching styles was developed from the data collected. These categories are presented in different sections, focusing on the teachers' goals, their descriptions of their teaching styles, and their own personal development. An analysis of the data from the interviews is made in each section, followed by a summary of conclusions and implications. (JD)