Current literature indicates a growing interest in the development of individualized, self-paced, learning systems within community college courses in order to accommodate the differing learning abilities of non-traditional students. To assess student preferences for such instruction as opposed to traditional, lecture/discussion teaching, an individualized instructional component concerned with the writing of an expository, classification theme was introduced mid-term to the 84 students enrolled in English 101 during the 1977 Spring semester at Harrisburg Area Community College. Students worked through the component at their own pace, completing self-quizzes and a post-test when they felt they had completed the necessary objectives. A questionnaire with eight forced-choice items was used to survey students' attitudes. Only 19% completed the component before the deadline date, and although the survey showed that 69% preferred to do work on their own, fewer than half indicated a willingness to be responsible for their own learning process and for meeting course objectives. The survey also indicated, among other findings, that sex and age were insignificant in determining student preferences. The report textually and graphically outlines the responses to each item and is appended by a description of the component and a copy of the questionnaire. (Author/JP)