The product of the student's education, as well as the opportunities for learning that the students have, are to a large extent the result of the teacher's methods and ways of working. The modern teacher is aware that the class is a heterogeneous group of individuals. It is made up of students who differ from each other in their prior knowledge, motivation, expectations, cognitive abilities, interests, way of learning, pace of understanding, and their social environment. In regard to the mentioned differences and together with their acceptance, an individualized teaching model was developed. By upgrading the individualized model - a personalized learning model is created. With the personalized model, the role of the teacher changes drastically. The student is the one who has control over what, when and how to learn, and teacher gets a role of his mentor and collaborator. The personalization of the learning process also takes place outside the school. Museums are attractive places for collaboration and provide a potential source of new mentors, and as places of informal learning, they are a good basis for further education and upgrading of knowledge. In this paper, it was researched how the cooperation of natural history museum curators and primary education teachers can help the process of individualization of teaching, what are the potentials, advantages and difficulties in achieving such cooperation, and how to upgrade the model in accordance with such individualization so that it becomes personalized.