In fall 1984, a program was implemented at Daytona Beach Community College (Florida) with the dual purpose of integrating subject material between courses and establishing a close community of learners to cooperate in the mastery of subject matter. In the fall semester, participating students enroll in a block of three courses; English I, Humanities I, and Psychology of Adjustment. For the winter term, the block courses are English II, Humanities II, and General Psychology. The courses are all team taught by the instructors from each discipline, and a central theme is used each semester around which academic inquiry and discussion is centered. As a dialogic instrument and a personality measure, the Myers-Briggs Type Inventory (MBTI) is administered in the fall to help students assess their own strengths and weaknesses, as well as to help faculty evaluate and modify their teaching styles. The test classifies students and teachers as Sensing versus Intuitive, and Feeling versus Thinking. A study using the MBTI results over a 6-year period was conducted to determine whether different personality types among students and teachers led to different academic success rates. Personality type did not seem to correlate significantly with retention rates or student grades. In general, though, the program format produced higher overall student successes (only 23% not succeeding) and has created a collegial interactive atmosphere which has been a very important and valued part of the program for both teachers and students. The paper includes a detailed literature review of the different characteristics associated with each personality type. (PAA)