Two experiments, involving four mathematics tutors and over 400 prospec­tive primary school teachers, were carried out in a Jamaican teachers' college. The first experiment showed conclusively that students could learn geometry and statistics from individualised units, and the second suggested that students learned approximately the same amount about integers from an individualised unit as they did when taught by the traditional lecture method. Questionnaire responses indicated a wide variety of reactions to the new method. Discussion focuses on the practical problems of using individualised instruction in teachers' colleges and the possible long-term benefits to students in terms of integrity and independence.