TO EVALUATE THE FEASIBILITY OF PROVIDING EXPERIENCES FOR INCREASING FUTURE HOME ECONOMICS TEACHERS' AWARENESS OF WORKING CLASS PATTERNS OF LIFE AND WORK, 13 COLLEGE STUDENTS, AT THE SOPHOMORE OR JUNIOR LEVELS, SPENT A PERIOD OF 10 WEEKS LIVING AND WORKING IN HOME SITUATIONS CHARACTERIZED BY LOW INCOME, LARGE FAMILIES, AND LIMITED EDUCATION, AND HOLDING JOBS CHARACTERIZED BY LOW PAY, ROUTINE WORK, AND ASSOCIATION WITH FELLOW EMPLOYEES. IN THE FIRST STAGE OF THE EXPERIMENT, STUDENTS ATTENDED A SEMINAR OF APPROXIMATELY 15 HOURS TO REVIEW PREVIOUSLY-LEARNED CONCEPTS FROM SOCIOLOGY, PSYCHOLOGY, CHILD DEVELOPMENT, FAMILY RELATIONSHIPS, HOME MANAGEMENT, AND EDUCATION. THE SECOND AND THIRD PHASES INCLUDED THE 10-WEEK LIVING-IN SITUATION AND DAILY RESPONSIBILITY OF HOLDING A JOB. THE FOURTH STAGE WAS A POSTSEMINAR OF APPROXIMATELY 15 HOURS OF POSTTESTING AND DISCUSSION. THE TEST SCORES OF THE PARTICIPANTS AS A GROUP SHOWED SIGNIFICANT GAINS ON SELF-ACTUALIZATION, ON CERTAINTY OF ANSWERS ON A TEST OF KNOWLEDGE OF THE DISADVANTAGED, AND ON A MEASURE ASSESSING ATTITUDES TOWARD FAMILIES UNLIKE THEIR OWN. IN THE PROJECT AS A WHOLE, (1) SUCCESSFUL RELATIONSHIPS WERE ESTABLISHED WITH SOCIAL AGENCIES, EMPLOYERS, AND ADVISORS, (2) APPROPRIATE INSTRUCTIONAL MATERIALS WERE DEVELOPED AND USED THROUGHOUT THE OPERATION OF THE STUDY, AND (3) IT WAS THE CONSENSUS OF PARTICIPANTS AND PROJECT PERSONNEL THAT IT WAS FEASIBLE TO INCORPORATE SUCH EXPERIENCES INTO THE CURRICULUM OF HOME ECONOMICS EDUCATION MAJORS. (FP)