The educational literature provides extensive evidence of concern with the issue of an integration of humanities and social sciences within higher education to meet the requirements of modern technology and society. This concern is also reflected in the numerous structural and functional changes in higher education, particularly in technical professional schools, that have attempted to integrate knowledge into a new paradigm. A study was conducted at the Rochester Institute of Technology (RIT) to survey student knowledge of liberal arts subjects prior to the introduction of a structured required humanities and social sciences program. The scores achieved by the random sample of 259 students ranged from a low of 0.50 to a high of 9.67 (out of a possible perfect score of 10), with the median being 5.00 and the mean being 5.28. The mean and median scores of upper classmen, lower classmen, and transfer students closely coincided, and all standard deviations were invariably high. Student background, academic major, and timing of exposure to course material in humanities and social sciences were found to be intervening variables of significant salience. Study findings lead to suggestions for the restructuring of curricula and the rearrangement of instructional materials traditionally allocated to differing levels of the educational system. Three versions of the liberal arts test are included, along with data from the study. (EJV)