This paper reports on a study which used a new model, the Cluster Analytic Model (CAM), to determine the relationship between college coursework and general learning, as determined by the nine item types of the General Test of the Graduate Record Examination (GRE) and a faculty survey of perceptions of general learned abilities in relation to courses taught. Subjects were a total of 266 graduating seniors at Stanford University (California) and 523 graduating seniors at Ithaca College (New York). Through CAM analysis, specific courses were identified which contribute most to performance of nine specific GRE item types (analytical reasoning, analogies, antonyms, quantitative comparisons, mathematics, logical reasoning, data interpretation, reading comprehension, and sentence completion.) Analysis of faculty interview results (79 at each institution) found that faculty judgments tended to corroborate the CAM findings with the exception of quantitative comparisons. Further analysis of faculty survey results is reported for perceived contribution of courses to students' overall cognitive development, affective development, and psychomotor development. Other findings concerning course scheduling, faculty rank, instructional methods, and assessment are also presented. Appendixes contain the faculty survey, GRE sample questions, and procedures for syllabi and test analysis. Includes 31 references. (DB)