The purpose of this study was to explore the opinions and perspectives of special education teachers and parents of children in special education regarding the implementation of individualized instruction within the special education system in the People's Republic of China. The study group consisted of a random sample of 344 parents of children in special education and 100 special education teachers in Beijing. Valid and reliable questionnaires were developed. Analysis of data from questionnaires showed that special education teachers had a positive attitude towards utilizing and providing individualized instruction, but also had concerns. Analysis of data from parents' questionnaires showed that parents needed to learn to advocate for their children, wanted improved parent-teacher communication, but also had concerns. This study revealed potential barriers for implementing individualized instruction in China. American and Western educational programs and services may benefit the development of special education in China, but they need to be culturally sensitive and appropriate for the economic, social, and cultural realities and individualized and localized to China and its education system. Challenges and difficulties in the process of implementing specific imported educational programs should be addressed. Recognition of and attention to parents and special education teachers' responses will assist Chinese colleagues, politicians, and school leaders in this process. (Contains 10 tables.)