The interaction of teacher, students, and materials in foreign language study is considered. In the student-centered classroom, the teacher must adapt materials to a particular client or clientele. Student needs and characteristics need to be determined, using diagnostic tools such as aptitude, intelligence and creativity tests, and attitudinal scales. The determination of needs and interests should be an ongoing process rather than merely the first step; observation of the learner as he learns is important. The claims that individualized instruction and minicourse curricula meet the needs of students are examined. Many features typically associated with more innovative programs are being included as components of courses that remain mostly traditional. Many language teachers are using a more eclectic and experimental approach and are attempting to modify familiar techniques, such as drills and dialogues. Some use of the language for authentic communicative purposes even in beginning courses is frequently advocated. Teachers are adapting and supplementing standard teaching materials to meet the needs of students rather than following a single text or program. Personalized exercises, special group and individual projects, and communicative exercises help to meet the emotional, psychological, and social needs of students. (SW)