A project was undertaken by three faculty members at Northern Kentucky University (a history teacher, a reading specialist, and a composition teacher) to apply their own experiences and the research of others into a systematic and comprehensive mastery learning program for developmental classes in the spring of 1980. The program was designed to help students read more efficiently, take intelligent notes, take essay and comprehensive exams, do independent problem-solving library research, and produce high quality English themes. The program was to be interdisciplinary in approach and content, and assignments were developed specifically to meet these general objectives. Summative evaluation was based on a comprehensive history examination, the results compared with those of a related but nondevelopmental class; essays read and evaluated by instructors who did not know which class they were from; evaluation of library exercises by outside instructors; and a critique by the students, a committee of faculty most involved in developmental education, and the Teaching Effectiveness Task Force on campus. Problems encountered included the fast pace of the course (with some loss of students) and imposing the course schedule on evaluators outside the program. However, results showed the highest scores registered by the high-risk students, and the class average was considerably higher than that of the other class. Some students made dramatic gains, with half the class scoring in the 90th percentile. It is concluded that 17 of the 27 developmental students would have no trouble competing in composition classes, and at least nine could be expected to do above-average work. (MSE)