This report presents empirical data in support of the behavioral, demand-oriented theory of Ph.D. production. A close examination of the Ph.D. curricula of the English, Economics, and Chemistry departments at Berkeley, chosen as representative of the extremes of departmental behavior, demonstrates that requirements do differ substantially and in a way designed to affect Ph.D. production. Interviews with the doctoral students and faculty give a picture of the changes in curriculum in the last twenty years and the attitudes of both groups regarding factors perceived as affecting time to degree and attrition. The concluding section contains recommendations for university policy suggested by economic analysis. Emphasis is placed on shifts away from input measures, such as enrollment and student credits, toward use of output measures, such as number of degrees produced. It is suggested that graduate enrollment quotas should be reduced for those departments showing excessive attrition, allocating the positions released to departments indicating a willingness to produce and an ability to place more Ph.D.'s. It is recommended that applicants to doctoral programs be provided with detailed information on the probability of earning the Ph.D., mean time to degree, student support, and recent placement experience of the department. (Author)