Significant actions taken from June 1975 to June 1977 to integrate women into the U.S. Military Academy (USMA) and results of research on coeducation are summarized. Three time periods are discussed: pre-admission phase; cadet basic training, and the initial academic year. Data are presented on characteristics of entering cadets; resignation rates; performance of cadets in academics, physical, and military training; attitudes; and adjustment problems of men and women. Research on the men and 119 women entering USMA in July 1976 indicated that there were more similarities than differences between them. Areas of significant differences were in their physical aptitude and in their general attitudes toward the role of women in society. Men and women performed similarly in most phases of basic training, with the exception of physical training and physical aspects of military training. A higher percentage of women tended to voluntarily resign during the first summer and academic year. During the academic year, men and women performed similarly in most areas of cadet life. Separate grading scales were used for women on some physical tasks. Women tended to be rated lower than men on leadership ability. It is concluded that women are being effectively integrated into West Point. Conclusions, recommendations, and a future forecast are provided. Regulations on social behavior and conduct, a list of activities in preparation for women, two lesson outline summaries, an data on sex differences/changes are appended. (SW)