A brainstorming session and a literature review were conducted at Chabot College to determine alternative methods of serving those constituencies (about 5,000 per quarter) who register for courses but who either do not show up for class or who drop out before the second census week. The brainstorming session, held at the college's learning resources center, yielded several suggestions to promote the persistence of non-traditional students, including the provision of additional basic skills instruction for marginally performing students, flexible scheduling for older and/or employed students who can attend only on an irregular basis, and additional courses for those desiring instruction in special interest areas. Supporting this need for alternative programs, the literature review: (1) demonstrated the desirability of breaking the "lockstep" configuration of traditional educational practices which do not recognize the differing learning needs of individual students; (2) noted that all students could earn A's in a well-designed, individualized course; and (3) proposed alternative learning formats, including multi-media instruction and mini-courses. In response to these needs, Chabot College is considering the implementation of a "Library-College" program to provide individualized instruction using learning materials and equipment under the guidance of professional librarians. (JP)