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There is growing evidence of the special benefits to be derived from self-directed learning groups, in which students operate without an instructor, determining for themselves the rate and manner in which to study course material and to evaluate their performance. At Hope College, 54 students enrolled in a social psychology course in Fall 1966 were randomly assigned to groups of 6 after undergoing pre-testing, completing a pre-course questionnaire, and receiving a detailed syllabus, explanation of course requirements and grading procedures and a manual on small group discussion. Groups met once a week and turned in individually completed sheets reporting feelings toward the group and the particular meeting. About 1/3 to 1/2 the meetings were held in an observation room where the students were observed (from behind 1-way mirrors). tape recorded and videotaped. A voluntary meeting of the entire group took place every 2 weeks. Once a week, the professor was available for free discussion. Students took a final exam on course content and evaluated their own as well as individual group member's progress and contribution. Final grades "ere determined by exam performance, a paper or proiect