The University of Washington (UW) investigated the use of three general examinations of the College Level Examination Program (CLEP) to increase flexibility in curricular arrangements, to assess the impact of curriculum upon student learning, and to formulate upper-division matriculation standards. Tests were administered to a sample of 333 student volunteers in order to establish a local norm relevant to UW. Analysis of the test results revealed a moderate to insignificant relationship between scores on a CLEP exam and the amount of course work in the related field. UW performance was higher than the national norm. CLEP performance was related positively to college grades and reflected the application of traditional scholastic abilities. Analysis also inferred correlation between performance on a CLEP exam and experience in the related curriculum. CLEP Humanities and Social Sciences-History are almost totally described by a verbal component, whereas CLEP Natural Sciences shows significant loadings on problem solving, verbal, and quantitative factors in that order. UW will grant up to one year's credit for successful performance of the general exams. A common state-wide policy is being considered. (PR)