Interest in educating individuals, rather than classes, began in the time of the Greeks, but has escalated in the last century. As more and more students stay in school longer and longer, teachers have had to adjust their teaching to meet the needs of an increasingly diverse student body. One method of attending to the needs of individuals is to use diagnostic-prescriptive teaching. A historical perspective of this method, its uses in the classroom, and some ramifications for mathematics teacher education is provided in this document. After the introduction, definitions for key words that have been used throughout the years to describe individual differences are given. The body of the report is broken up into three parts. The first part describes the diagnostic aspect of the method, indicating the who, what, when, and how strategies for diagnosis. The second part describes the prescriptive aspect of the method, indicating when and how remediation should be done, and the particular needs of remedial pupils that lead to individualized instruction. The third section builds a case for including the diagnostic-prescriptive teaching method in the teacher training program by citing the large number of remedial courses now given at the college level and the relative lack of success these students experience in college mathematics. It is concluded that if every teacher would use a diagnostic-prescriptive approach to teaching, very little remediation at the college level would be needed. Until this happens, colleges will need to offer remedial programs. Approximately 130 references are attached. (MDH)