A study of summer sessions at U.S. and Canadian colleges and universities was conducted in 1985. A stratified random sample of 213 U.S. public and private institutions included research universities, doctoral-granting institutions, and comprehensive colleges and universities; all 10 Canadian institutions were featured in the study. A total of 184 U.S. colleges (86.3%) and 10 Canadian colleges (100%) provided usable responses. Information was obtained on: summer session organization, mode of office functioning and leadership, enrollments, philosophical attachments, finance, programs, productivity measures, program creativity, and significant differences associated with size, association membership, control, organizational structure, type and location. Many colleges operate summer session programs without a clear statement of role and purpose and the degree to which summer sessions are integrated with the ongoing institution's program. The data show great variation among institutions related to type, size, and geographic location. Compared to private colleges, public college summer session enrollments are generally larger in relation to the academic year and emphasize student needs to a greater extent. The questionnaire is appended, along with a list of participating institutions. (SW)