During one year as a 1968-69 U.S. Office of Education Postdoctoral Fellow at the University of California at Berkeley, the author attended three USOE orientation sessions and ten professional conferences and wrote three papers for presentation at these conferences. He conducted research on educational testing and methods of test analysis, and audited several graduate courses in statistics. Reading activity was concentrated on general education in American universities, statistical analysis, and the Rasch method of test analysis. The year's experience led to the development of several ideas for further defining the as yet ambiguous role of a postdoctoral fellow within the host institution. Establishing informal contacts with faculty members, auditing graduate classes, working closely with one particular faculty member, associating oneself with a research project, or teaching for one semester are some of the possible approaches toward optimizing the benefits of a postdoctoral experience. (RT)