This paper addresses the need for tailor-made support services for college students with learning disabilities based on sound diagnostic/prescriptive evaluation data. Literature on program design and the development of effective individualized education programs is reviewed, and performance contracts developed with student input are viewed as highly beneficial to the student/institution relationship. Program issues including remedial versus compensatory instructional services and helping services work toward independence are also discussed. A program planning worksheet is attached. Contains six references. (PB)