A quality circle approach was implemented at Valley Forge Military Junior College during two semesters of an American History survey course. Student input into the academic progress of the course was at the root of the quality circle experiment, with students determining the type and frequency of written assignments, course structure, the frequency and content of the lectures, and testing methods. Because students were unable to meet during lunch hours or evenings, the quality circle sessions were held in class, with all 11 to 12 students participating. Decisions made by the group resulted in the reduction of class time devoted to lectures and an increase in discussion time; a change in the location of the class to facilitate discussions; the use of essay examinations for grading; and the development of a class oral history project. In spite of the reservations of some students who felt that class time might be better spent in lecture or discussion than in quality circle meetings and initial reactions from students expecting and accustomed to a more highly structured environment, most students felt positive about the experiment. Benefits of the quality circle approach included an increase in classroom participation from 30% to 75%, increased seriousness of purpose among students, the encouragement of scholarship, and an improvement in student-teacher relations. (LL)