Transition, an alternative freshman-year program at North Carolina State University, is evaluated. The program centered around an integrated English-history course taught in an informal residence hall setting and involving nontraditional instruction techniques, and a psychology course directed toward personal development and goal-setting. When compared with non-Transition freshmen, Transition students did not seem to be different in the degree to which they changed their goals, attitudes, or personal attributes during the freshman year, in their overall academic performance, or in their persistence into the sophomore year. However, on many characteristics, Transition students were initially very different from freshmen who did not elect to participate in the program; they were more liberal, more interested in intellectual activities and esthetic characteristics. It was determined that the students who were attracted to participate in this program were not disappointed in it. Survey questions and verbatim responses by these students are appended to provide a better understanding of the nature of the program and the reaction of the students. (SW)