Description: High degree of flexibility and adaptation skills for very different unexpected situations is demanding from every single individual in society in momentary social situation. The individualism plays an important part in that matter, while every individual is marked with special characteristic perception, subjective experiences and special abilities to solving the problem situations. The possibility for enquiry, advantage of individual potentials and looking for own creative solutions have very positive influence on creativity, which influences on human self-confidence and self-affirmation. The important part in this matter belongs to the school as the institution, while it offers to the young person a special prospect into reasonableness of development of self capabilities and individual possibilities and also helps him at the valuation of it's applicability value. There are many contemporary teaching theories, which stress on the active role of pupils within the educational process and they all emphasize also on the meaning of the individualization (Holec 1981, Benson 2001, Mujis/Reynolds 2005). The individualization at the visual art education have some specifics in the relation to other learning subjects (Garoyan 2001) which needs to get stressed out, so the individualization should get the greater emphasis as it had up to now. While at the visual art education from teacher is expected the respecting or even striving for distinction between pupil's visual art results, all in a great interest to develop art creativity (Lowenfeld/Brittain 1964), we tried to find some options of making the individualization at visual arts lessons even more effective. The using of individualization at visual art education namely represents the possibility that pupils use their own individual artistic and expressive potentials, such as: possibility of perception and acceptation, subjectivity of experiences and stimuli, flexibility of using the art-expressive possibilities, transformation of visual and perceptible into art image etc. The itemized characteristics have very great influence on the development not only the pupil's visual art creativity but also his general creativity. While all visual art teachers are aware that there are always many different art results in the same classroom even by the same art-teaching problem, we based our research on the art-expressing styles (exposed by Karlavaris 1991). As we tried to represent the possibility of using the art-expressing styles for implement the individualization into the art-learning process, we exposed two areas of mentioned styles: the art ability area and the inclination to art-expression instruments area. At the art ability area we classified the visually, imaginative, intellectual, emotional, sensitive, memorial and technical art-expressing styles. At the inclination to art-expression instruments area we classified the colouristic, graphical, synthetic, analytic, decorative, constructive and impulsive art-expressing styles. The individualization at the visual art education represents the method, which enables exposing the same learning problem for all pupils in classroom, with the expectation that every single child will solve the art-learning problem in his own way and presented it through his own (individual) visual art salvation. The teacher, which is aware of all possibilities and advantages of individualization in visual art education, will not take that kind of work as aggravation of teaching, but rather the opposite - as the advantage, which makes the pupils facilitate to gain more creative visual art results.