The author uses the term ≫specialized instruction≪ for what is generally called semi-technical or semi-specialized instruction. This term can be used in a broader meaning to cover both specialized instruction in certain subjects and specialized instruction in certain classes or groups of successive classes between the first-year class and the fifth-year class of the Basic Nine-Year School. Accordingly, he distinguishes two types of teacher specialization, i. e. specialization according to professional qualification and specialization according to the teacher’s interests and abilities. The author tackles the problems involved by assessing the existing state of specialized teaching and by analysing certain opinions about this question. The facts resulting from data ascertained in two districts by means of questionnaires concerning specialized instruction and an assessment of experience gained therefrom have enabled him to outline perspectives for an optimal system of specialized instruction and the possible stages of its gradual implementation even under more difficult conditions. The author arrives at this system by making a complex analysis of the data obtained, primarily from the pupil's angle, then from the angle of specialization according to classes and according to subjects, and finally from the organizational angle and that of teacher preparation for specialized instruction. He goes on to point out what measures ought to be taken in the nearest future to provide for the development of specialized instruction: a) in the field of specialization in certain classes or groups of successive classes (specialization in a constant group of 2—3 successive classes); m b) in the field of the specialization of instruction according to successive classes (in the lower classes in music, P. T., and handicraft; in the upper classes of the first five-year cycle in other subjects as well) and c) in the field of teacher training for specialized Instruction (besides specialization in music, P. I. and handicraft tor full-time students, deeper specialization in the mother tongue or in mathematics or even in the didactics of the lower classes for postgraduate students). In order to verify this set of measures and to create the pre-requisites for a prospective solution of this complex of problems, the author concludes his paper by making a proposal for carrying out experiments in earlier and deeper specialization at some selected Basic Nine- Year Schools in classes covering the first five years of school attendance (6 to 11 age-group).