The purpose of this study was to identify characteristics of strong humanities programs/courses in selected Texas public junior colleges. Preliminary questionnaires, personnel interviews, and inspection of curricular materials served as the three primary methods used to obtain data. Preliminary questionnaires were mailed to faculty of the University of Texas at Austin who teach in the fields of art, history, literature, music, philosophy, and humanities, as well as to selected junior college personnel on the University of Texas faculty. The subjects were asked to identify Texas public junior colleges that had strong humanities programs/courses. A search of the literature revealed five guidelines which appeared to be common throughout the literature as bases for basic humanities education. The characteristics identified by the subjects were then compared with the professional guidelines. The results showed that the guidelines with which instructors had the most difficulty included stating objectives in measurable terms; setting proximate predictor objectives for the more ambiguous, affective goals; compensating for the negative characteristics of certain curricular patterns taken to extremes; and relating evaluation directly to the performance of stated objectives. (Author/WR)