In fall 1975 a study of the General Education program at Miami-Dade Community College (MDCC) was initiated to determine the appropriate role of an open-door community college in preparing students to live in and contribute positively to society. The central assumption underpinning the three-year study was that a General Education program should develop and integrate every student's knowledge, skills, attitudes, and experiences so that he/she can engage in a lifelong process of inquiry and decision making. To effect this goal a systematic approach to the total educational process was developed involving a "core" curriculum of five courses, i.e., the Natural Environment, the Social Environment, Humanities, Communications, and the Individual, plus second-level courses in the humanities, social and natural sciences and elective General Education courses. The changes in the curriculum were complemented by a commitment to continuously monitor student progress and provide guidance from the time of application for admission to graduation. This involves assessment of student abilities on arrival; the matching of individual skills to appropriate programs; the continuous monitoring of student progress by faculty; and the application of computer technology to provide information to students. Established standards of academic performance are maintained through a system of academic warnings and suspensions. An illustration of MDCC's student flow model is appended. (HB)