Students in three types of high school English course organizations (traditional, an all-electives program, and an elective program requiring linguistic diagnosis and remediation prior to entrance into electives) were studied to determine student attitudes toward the study of English, student achievement in English usage, and student achievement in the understanding and interpretation of literature. Another intention was to determine whether extensive opportunities for student selection from a variety of English courses would affect student attitude and achievement in English. Results indicated (1) students in an all-electives English program perform as well in language and literature as students in a traditional program; (2) an elective-plus-diagnosis-and-remediation program which excludes the study of literature seems to have a negative effect upon the performance of students in literature and upon their attitude toward the English curriculum; (3) numerous relevant literature experiences produce positive results in achievement and attitudes toward English; and (4) program organization has little to do with sex differences in attitude toward English; however, the electives-plus-diagnosis-and-remediation program which emphasizes skills seemed to be singularly inappropriate for boys. (Author/HOD)