Faculty roles in ten individualized education programs that focus attention on student needs and interests as articulated in face-to-face discussions with faculty are examined. The programs include those at: Metropolitan State University (Minnesota); Florida International University; Grand Valley State Colleges (Michigan); New College of The University of Alabama; University College of The University of Minnesota; University Without Walls of The University of Wisconsin; The College of Public and Community Service at the University of Massachusetts; Webster College (Missouri); The Open College of Bunker Hill Community College (Massachusetts); Empire State College of the State University of New York. The programs are characterized according to the amount of flexibility allowed students of five dimensions: content, mode, place, evaluation, and time. The faculty involved with individualized education are labelled "new professionals" because of the nontraditional teaching methods they employ. Faculty roles at each of the ten programs are categorized according to: degree program design, learning evaluation, learning activity selection, learning activity monitoring, and advisement. It is suggested that the uncommon nature of the new professional role causes faculty to go through six stages of development: exploration, orientation, estrangement, personal confrontation, discovery, and commitment. It is further suggested that individualized education programs represent an important faction of higher education and an emerging, diverse force that will have far-reaching implications for postsecondary education. The survey instrument is appended. (Author/SF)