In this paper the author describes the structure, operations, and problems of a year-long, full time, experimental, environmental awareness program at the University of Montana. The program was designed so that students and faculty would work together in a loosely structured, integrated learning experience, with the usual authority structures absent and all persons participating in decision making. The program contained no exams, no papers, no regular classes, and no teacher authority figures to define expectations and educational attainment. After two years the program failed due to questions over authority, self-government, individualism, and collective purpose of the program. By way of conclusion the author suggests that the implications of the anti-authoritarian structure should have been worked out explicitly before the program began because the anti-authoritarian attitudes within the program precluded intellectual work and effective discussion of the differences between legitimate authority and illegitimate authority. Further, without a sense of program legitimacy, it was impossible to transcend the attitudes which engendered hostility toward organization, defined structure, leadership, self-discipline, and intellectual work. (Author/DE)