The purpose of this study was to provide theoretical foundations of implementing the adaptive instructional systems in the ubiquitous learning environments. Shifting to the ubiquitous learning environments does not mean simply applying some high-tech instructional tools in the classroom learning rather changing the whole environmental aspects from individual learning to school setting. In this sense, understanding the potentialities of future learning environments would be necessary to figure out how to implement the adaptive instructional systems into the future learning environment. To meet this purpose of the study two research questions were set. First, it was to identify the key features of adaptive instructional systems. At the micro level learner cognitive diagnosis and prescription are key factors. Second, theoretical considerations were given to identify how the individualized instructional systems can fit into the ubiquitous learning environments. The ground theoretical foundation were identified as a distributed cognition as well as new perspective of learning spaces in terms of the ubiquitous environment. To facilitate the functions of individualized instructional systems, even though the nature of individualized instruction was focused on individual differences, it was important to set reciprocal relationships between individualized instruction and collaborations in the ubiquitous learning environments. Finally, this study strongly suggests to take ecological perspectives for classroom research. The ubiquitous learning is to change environment not merely to implement new media.