Senior Project is a culminating assessment for high school seniors, involving planning, research, writing, and presentations. Characteristics and outcomes of the program were studied via surveys of 436 teachers, 422 students, and 163 graduates at 4 Senior Project schools and 4 control schools in rural and small-town North Carolina. Findings indicate that project teachers used rubrics and extended projects to assess student performance more often than control teachers did. Project English teachers were perceived by students to lecture more, assign more project-related work, and use more computer-based instruction than control teachers. In project schools, students devoted significant time to projects related to research papers that they wrote at the beginning of the course. Project English teachers used more performance-based assessment methods than did control English teachers. Concerning specific skills, project teachers reported greater emphasis on using reference materials, while control teachers emphasized responding to criticism and questions. Project students perceived greater emphasis on writing skills than did control students, but tests of global writing abilities showed no significant difference between project and control students. More than half of project school graduates felt that the project experience had influenced their future careers. About 75 percent of project graduates reported developing skills in public speaking, research, writing, interviewing, planning, organization, interpersonal, and work-related skills. It seems clear that the effects of the senior project were not realized until students were out of high school and interacting in the workplace or an institution of higher education. (TD)