LaGuardia Community College (New York) provides secondary education through its Middle College program, which includes comprehensive remedial programs for low ability students. During the 1974-75 academic year, two participant observers made over 400 observations of the Middle College's activities, focusing on: (1) instructional methods, materials, and content; (2) incentives and rewards; (3) failure management; (4) counseling patterns; (5) discipline in the classroom; and (6) LaGuardia-Middle College interface. Findings of the study revealed that students expected primarily academic advantages from the program. After a half year in the program, however, social advantages were seen as most important. Faculty expectations of professional growth were fulfilled due to greater academic freedom and the opportunity for personalized relationships. Although the majority of those questioned agreed on the general success of the program, it was felt that the small size of the program, rather than the college setting, was responsible for increased learning. The emphasis and effectiveness of basic skill instruction, as implemented, appeared to rank behind the size, setting, and counseling remedial components. There was some feeling that students were abusing the school's lenient attendance policy; however, any proposed policy change was rejected as potentially damaging to the atmosphere of the school. (NHM)