1 Volume 39, 2012, Pages 1-23 © The Graduate School of Education The University of Western Australia Meeting the Needs of All Students: How Student Teachers Identify Individualization Derek L. Anderson  Northern Michigan University Joe Lubig Northern Michigan University Markisha Smith Western Oregon University The purpose of this qualitative phenomenological study was to examine how 64 student teachers at one mid-sized rural Midwestern university identified their students’ needs and perceived the ways in which they met their students’ individual needs. The authors used constant comparison methods and focused coding to examine, verify, and draw inferences from 4,668 student teacher journal entries. The student teachers met their students’ needs in 27 different ways across four themes: cultural, behavioral, social, and curricular. Though student teachers described a variety of methods for addressing classroom management and learning differentiation, they exhibited deficiency in meeting students’ cultural needs. Introduction Despite the many criticisms of the 2001 No Child Left Behind Act, including the unrealistic goal that all students would be proficient in reading and mathematics by 2014, it is hard to argue with the notion that NCLB has lead to increased attention on learner variance. Any teacher will attest that the range of students’ cognitive, social, and emotional skills is vast and growing. Increased accountability on the learning of all students, including traditionally underserved groups such as low-income students,  Address for correspondence: Derek L. Anderson, Ed.D., Associate Professor of Education, Northern Michigan University, 1401 Presque Isle Ave., Marquette, MI, 49855. Email: dereande@nmu.edu.