The standardized requirements that the graduate of a higher technical educational institution has to meet set the conceptual directions for the shaping of his personal qualities, and they contain two components: the "program" component and the "activity" component. The first component is based on the content of the syllabi and curricula that are designed to ensure the necessary quality of the specialist's training. The second component is oriented toward the study of the sphere of activity of the graduate, toward the description of the conditions of his endeavors and the essential body of his knowledge, abilities, and skills, and his professionally vital qualities. The principles of the "program" training require that the technical specialist know how to carry out four types of activity: (1) organizational and managerial; (2) production and technological; (3) experimental research; and (4) project design. They entail having not only a particular body of knowledge but also the necessary attitudes and behavior. The object of this study is the technology within which it is possible to implement effectively a process of differentiated instruction. The paramount focus is on the student as an individual who goes through changes in the process of his education. The authors present their own experience of working and experimenting in the Military Institute of Radio Electronics, in the city of Voronezh. The entire effort included ascertainment and formative experiments, as well as the analysis of the experimental investigation. The results of the experiment using differentiated sets of learning tasks for different subgroups of students showed substantially greater effectiveness compared to the traditional style of teaching, both in terms of the number and the quality of the tasks to be accomplished.