The experiment with individualized General Education (IGE) at Newark State College represents a radical and comprehensive instructional innovation. During 1959-60, the faculty formulated a set of objectives for the general education of all students. The objectives were generally concerned with the need to develop vision, awareness and responsibility, and a major hypothesis was that students could better attain such goals if they were sought directly rather than as by-products of required courses. In Fall 1963, 32 entering freshman girls were randomly selected for the IGE program which differed basically from traditional freshman-sophomore courses in that it was: individualized rather than regimented, general rather than specialized, integral rather than piecemeal, universal rather than provincial, functional in life rather than merely verbal or academic, exciting rather than dull, dealt with disciplines rather than subject matter content, and actively involved students. Many of the activities planned and undertaken by the students are listed and discussed. Tables indicate that more IGE students than those from a control group satisfactorily completed course work, gained in critical thinking, and learned about science and social sciences. The program's problems included: a heavy demand on faculty, isolation of the IGE students, and unrealistic expectations regarding the students' capacity for self-direction. (JS)