Rationale: The reality of today’s typical public school classroom is that it contains students with diverse abilities and learning needs. Society’s aspirations for integration, inclusion, and equal access place complex demands on teachers. While few schools achieve the goal of individualizing the learning of all their students, many teachers develop individualized modes of instruction in their own classrooms. Yet, teachers must also work to personalize, and not just to individualize, a student’s education. This takes learning a step further by helping a student to design ways of learning that can carry great meaning for him or her. Teachers should know how personalization differs from individualizing and how different structures enable students to emphasize their interests and use their strengths. Teachers should value their students’ preferences and strengths as determinants of what will be learned and how to engage in this learning. They should be able to help their students develop personal, meaningful, and appropriate ways of learning. In many instances, such personalization of students’ education will mean dealing effectively with and giving special attention to those students who are formally defined as students with disabilities or other special needs.