In an attempt to help college students who needed remedial work in English composition and reading, a combination of four courses (two in English and two in psychology) by means of team teaching and block scheduling was designed at Foothill College. During the spring of 1968, 30 selected students met during a 2-hour block of time five days a week. They were instructed by four teachers. The students were tested at the outset by each of the following tools: (1) the ACT test, (2) the Guilford-Zimmerman Temperament Survey, (3) the Lorge-Thorndike Non-Verbal I.Q. Test, (4) the Nelson-Denny Test, and (5) the California Phonics Survey. The objective of the course was to improve each student's ability to communicate clearly in English and to participate effectively in a college class. The courses dealt with fundamentals of English, basic reading skills, an introduction to college, and methods of effective study. The basic rationale for the course design was that increased intraclass communication would help students and teachers in their respective performances. The major recommendation growing out of the study was that the four instructors involved in the project be recalled to the campus at least three weeks before the beginning of the Fall term of 1968 to develop a program which would (1) test and diagnose students, (2) meet individual needs, (3) maximize the effectiveness of each instructor, and (4) provide for continuous counseling and evaluation of students. (DG)