This paper records the experiences of two teacher educators at a small liberal arts college who attempted to deliver instruction in ways that were designed to meet the needs of individual preservice students. The program was individualized for the students in three ways: (1) the pace of instruction was matched with the abilities of individual students; (2) meaningful clinical experiences were designed and delivered throughout the four-year undergraduate programs; and (3) effective teaching practices were modeled in the professional education courses. Certain innovations were based upon current research on effective teaching. Central to the program was an integrated methods course and courses in elementary reading and diagnostic/remedial reading. Teacher educators, preservice teachers, and public school personnel worked together intensively in field experiences in the schools. The program modifications were seen as a successful attempt at incoroporating effective teaching methods into higher education classrooms. (JD)