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Modular treatment designs enable interventionists to adapt intervention content to individual clients, a process referred to as individualization. Little is known about individualization processes and its effects on outcomes in early childhood services. This exploratory study investigated individualization processes undertaken by Early Head Start home visitors as they provided Little Talks, a modularized book-sharing intervention for families. It also examined the effect of individualization on parent involvement in early learning activities. Two indicators of individualization were calculated in this study: (a) the proportion of change in the Little Talks’ lessons sequence and (b) the pace of delivery. Findings showed that most home visitors individualized Little Talks, with the most frequent change being the repetition of lessons. Exploratory regression analysis showed an inverse relationship between home visitors’ individualization behavior and parent involvement, highlighting the need to examine the quality of individualization. Implications for advancing the implementation and study of individualization processes in home visiting are discussed.