The push for personalized learning without clear guidance, training, or resources has forced educators to make their own interpretations of what it means to individualize. The purpose of this action research study was to investigate and improve the implementation of personalized learning environments in K-8 classrooms. Participants and data collected in Cycle 1 consisted of interviews, document reviews, and classroom observations of K-8 teachers at Souderton Charter School Collaborative--a small, suburban, public charter school which services about 240 students and identifies individualization as a cornerstone of the school's mission. Action steps were designed, implemented, and evaluated in Cycle 2 to create and deliver a professional development program along with resources for implementing personalized learning in the classroom setting. Findings include: (a) there needs to be a common understanding of what individualized/personalized learning is, (b) teachers need quality professional development on how to implement personalized learning, and (c) teachers also need access to resources for individualizing instruction. Implications for the organization included the creation of a professional development program and access to individualized learning resources which led to a common understanding and approach to implementing personalized learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]