This study sought to discover the factors that influenced the selection and organization of learning experiences by medical students engaged in designing individualized curricula. Ten students of the Independent Study Program (ISP) of the College of Medicine at Chicago-University of Illinois participated in the study. Data were collected through in-depth interviews and ISP application forms. The results indicated that outside information on educational conditions played an important part in helping ISP students determine their learning environment. Some of the information was unsolicited and obtained through well-established student networks. Students also actively pursued information about educational conditions to guide their curricular decisions. Although such information came from a variety of sources, ISP students tended to rely most heavily on trusted peers. (MDM)