The effectiveness of Georgia's comprehensive high school consumer and homemaking educational programs in providing competence in six essential skill areas was studied. Respondents were selected from all Georgia high school graduates from 1978-79 who had participated in at least one consumer and homemaking education course. Survey findings showed that respondents indicated: (1) all skills listed for the curriculum areas were very important; (2) they were somewhat prepared in all curriculum areas and had received some instruction in the areas; (3) no skills listed in the curriculum should be deleted; (4) they were well prepared in specific consumer and homemaking educational skills; (5) they were better prepared in those curriculum areas in which they had participated (taken courses); (6) they were slightly more prepared to perform skills in a curriculum area than those who had not taken a course in the curriculum area; (7) all skills should receive more emphasis than they received; (8) they needed additional information in the areas of child development, personal finance/consumer education, and family living/parenthood education; and (9) they updated consumer and homemaking skills by reading magazines, getting advice from friends or relatives, watching television, reading books, and listening to the radio. (Instruments and data are appended.) (YLB)