Cognitive research indicates students bring preconceptions about how the world works to every learning situation, and that these initial understandings must be explicitly targeted as part of an effective instructional process. While cognitive research has repeatedly demonstrated positive learning outcomes when instruction is tailored to the needs of individual learners, education research has shown that there are huge individual differences in teachers’ ability to modify instruction based on current student understandings. Our research is investigating is how to support teachers to customize classroom instruction to meet the individual learning needs of increasingly diverse student populations while ensuring that appropriate learning goals, and national and state standards are being met. This tension between supporting customization while supporting standards is further complicated by the challenges of scale, particularly in large urban school districts. The From Libraries to Learning program is combining advances in learning theory with scalable digital library technologies, developed in partnership with the National Science Digital Library, to develop technology infrastructure, software tools, and professional development processes to support scalable curriculum customization, while still ensuring curricular coherence. In this talk, depending upon the time and the interests of the audience, I will: