Abstract: As far back as 1888, educators have promoted the concept of individualizing instruction. Developmental reading classes have been offered at many colleges over the years, and most are developed under the guise of individualization. Is it possible, however, that by failing to identify a student's primary language representational system, the teacher is failing to utilize that one piece of information that would aid in truly individualizing the program? Neuro-linguistic programming promotes the concept that individuals possess a preferred language style that corresponds to their preferred learning style. The purpose of this study was to determine whether students having different primary representational systems make similar gains in an individualized college reading program. Due to the relative newness of the NLP theory, Neuro-linguistic programming may not have been addressed within the time-honored concept of individualization. The subjects in this study were all students in developmental reading classes at a large junior college. Classes were taught by four regular faculty members and two supplemental instructors who followed similar guidelines. The use of particular laboratory materials may have varied slightly according to individual teacher preference, but the programs themselves were designed to be as relatively unbiased in physical setting and materials as was possible with different instructors. The data suggest that none of the three primary mode groups (auditory, visual, or kinesthetic) seemed to enjoy an advantage over the others in terms of vocabulary or comprehension achievement. In addition, students who for one reason or another failed to complete the course seemed as likely to exhibit a preference for one particular sensory mode as another. There was not a disproportionate number of non-completers in any one of thethree mode groups.