Programs emphasizing the development of interpersonal skills have been incorporated into the formal educational structure at Empire State College, New York; this process is described and explained. Learning occurs in an individualized context which recognizes the cognitive, affective, and behavioral aspects of interpersonal competence. Student goals--ranging from the acquisition of specific behaviors to broad social understandings--are negotiated with the faculty advisor, or mentor. The mentor-student relationship is seen as an instance of interpersonal interaction that can be used to help improve student interpersonal functioning elsewhere. The types of students likely to pursue interpersonal studies are identified, with respect to individual learning needs. The development of the learning contract, types of experiential and academic learning activities, strategies for evaluating progress, and desired contract outcomes are outlined. Comments on the improvement and expansion of interpersonal studies programs emphasize: (1) increasing sensitivity to interpersonal learning opportunities, (2) explicitly assessing students' prior learning and (3) broadening the range of interpersonal studies from human service-related fields to management, communication, and social change. Illustrative excerpts from actual performance contracts and evaluations are also included. (Author/MV)