It was the purpose of this study to examine various multiple elective programs in English in schools across the nation to record significant elements and draw generalizations from the data. The information includes a survey of 81 schools and detailed study of curriculum guides and other information from 38 schools. Concentration of the study was upon the courses employed, course lengths, courses for the slow and advanced, independent study, methods of restricting or guiding course choice, course titles and descriptions intended to attract students, use of required courses, use of prerequisites, skill requirements embodied in courses, individualizing instruction, student created courses and course content, methods of beginning the program, grade-levels involved, credits and reporting pupil progress, scheduling and registering, the total-school elective system, and the program in the junior high school and ninth grade. Additional information is included on an independent study program in one of the schools, a unique humanities program, a modular curriculum, and course titles in all of the schools. It is concluded that the multiple elective program in English is worthwhile because of its ability to satisfy problems in English instruction and its use of sound educational theory. It is a worthy program both in its limited and extensive forms for engaging student interest in English. (Author/CK)