Experimental colleges are one attempt to provide more relevant educational experiences. They are characterized by the merger of counseling and instruction, the lack of grades and normative student rankings, interdisciplinary coursework, student input into curriculum planning, contract learning and independent study, off-campus learning experiences, flexible class scheduling, and a sense of community among the participants. This report discusses experimental colleges at two- and four-year institutions and presents an evaluation of the Rio Hondo Experimental College (RHEC) in California. RHEC is a college within a college; it was designed to be a place where students could learn in an unpressured environment and sort out their academic and career goals. A student survey indicated that RHEC students were less goal-directed, but were similar to regular students on other variables. Another survey found the RHEC faculty to be dedicated, independent thinkers who believed in alternative forms of education. Student and faculty questionnaires, with tabulated responses, are appended. A discussion of the common problems of experimental colleges and a description of various models for implementing experimental programs in community colleges are also included. (DC)