This article presents a critical analysis of the Personalized System of Instruction (PSI). The author says that PSI is a misnomer. The instruction is not personalized as much as it is individualized. These two terms ought not be regarded as being interchangeable. Certainly, there is no evidence that the instruction is built around the person, as a sociologist understands the term. It is true that what happens, at least over the time span, varies from individual to individual. The author says that if one concept of freedom involves the individual facing a number of alternatives, if PSI-even as it is now described-is offered as another option that students can elect, he would be all for it. PSI is based on a Skinnerian point of view, with the variation in grade being regarded as an adequate reward mechanism. This is virtually nonsociological, and almost anti-sociological, in its premises. The nonsociological character of the argument is also based on the explicit assumption that the lecture is an information distributing device.