A criterion-referenced approach to a physical science course for nonmajors was implemented at Rhode Island Junior College. The basic unit of knowledge for this study was motion and the related topics of force, work, energy, power, and momentum. At completion, each student was expected to exhibit the ability to: (1) use energy more efficiently, (2) provide better for his own safety and the safety of others, and (3) have greater appreciation for the interrelationship of all forms of energy. Instruction was designed to allow mastery by each student. Students could repeat mastery exams until they achieved a mark for evaluation that met their own aspirations for the course. Tables and graphs are used to indicate the success of the criterion-referenced approach as opposed to the norm-referenced approach, which was used for this course previously. When results from an evaluation exam given to students from both approaches were compared, the criterion-referenced group averaged 10 points higher than the norm-referenced group. In addition, the criterion-referenced group expressed high satisfaction with the course and indicated a desire to take more courses using the same approach. (MJK)