This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)