This study investigates two undergraduate curriculum programs at Bishop College in Dallas, in an effort to determine their effects upon selected groups of graduates, as measured in selected areas of their achievement before and after graduation. Conclusions of this study are as follows: 1. Neither curriculum program has attained a statistically significant degree of greater efficiency over the other in areas of students' undergraduate academic achievement, concepts of self and undergraduate academic experiences, and career involvement after graduation. 2. More stringent measurement than that of this study could possibly reveal that the Experimental Curriculum attained greater results to a statistically significant degree in more areas than did the Regular Curriculum. 3. Through achievement of a higher percentage of student retention, the Experimental Curriculum has attained greater effectiveness than the Regular Curriculum. 4. A need exists for increased relevancy of curriculum experiences to community problems. 5. A need exists for increased emphasis upon the student's development of effective self-expression and adequate self-confidence.