The external degree movement is raising critical questions for higher education. It is necessary for advocates of new programs to deal with the basic assumptions underlying higher education in America. Faculty governance, the determination of what constitutes worthwhile knowledge, the selection of some subject matters and the rejection of others, the process of learning through life experiences, the definition of which experts can make these decisions, and other critical issues are examined. The 11 issues raised are a guide for proponents of external degrees to construct a rationale for their advocacy. The issues may also be used as a set of criteria for those who question external degrees to raise the critical concerns. The answers developed in response to the issues raised in this paper should be a useful basis for faculty, administrators, governing boards, and citizens to decide the values and limitations of external degrees. (Author/LBH)