This report is intended to assist curriculum developers, administrators, and teachers in the Technical and Further Education (TAFE) system in deciding if and when it is appropriate to introduce individualized systems of instruction in their programs. The first section explains what individualized instruction is and examines the reasons for the recent increased interest in this instructional method. The next section, which addresses the important variables found in the research literature, suggests that while there are no advantages to self-pacing over group-pacing per se, the individualized approach (particularly Keller's Personalized System of Instruction) generally produces small but significant improvements in student achievement at the secondary level. This approach also appears to produce favorable outcomes because of its use of small steps and requirement of mastery and provision of feedback at every step in the learning process. Evidence supporting the increased benefits of cooperation compared to competition (conventional instruction) or individualistic efforts (individualized instruction) is also provided. The next section compares individualized systems of instruction currently in use in New South Wales, Victoria, and South and Western Australia. The final section discusses the main conclusions drawn from the study with repsect to development and implementation of individualized programs including various innovations that have been or are being introduced in TAFE; instructional features and educational outcomes; important student, course, and individualized instruction variables in implemented programs; and curriculum development. Three pages of references are provided. (MN)