This study sought student appraisals of subject matter and administrative procedures in State University of New York (SUNY) correspondence courses. Questionnaires were sent to 90 persons; 90 responded. Half the respondents were aged 21-44; 66% were women. Most respondents (84%) had some college background, but far more men than women had taken graduate work. The men were more enthusiastic than the women about the effectiveness of overall course content and of the correspondence method. Students generally spoke well of course content, instructional materials, and other aspects of their correspondence course experiences. However, major drawbacks were noted: (1) campus administrators' minimal efforts to communicate with the students; (2) many instances of long delays in delivering course materials to enrollees and in getting lessons corrected and returned; (3) the large number of students for whom instructors' comments on evaluated assignments were of little help. A large minority of students wanted two or more supervised examinations included; a like number felt that too much writing was required in preparing lessons. (author/ly)