This study examined the hypothesis that subjects experiencing a minicourse curriculum would show greater cognitive and affective gains than subjects in a traditional curriculum. The Watson-Claser Critical Thinking Appraisal, Cooperative English, JIM Scale, and Gable-Roberts Attitude Toward School Subjects were administered (September-June) to 500 11th grade students. Two-way analyses of variance (sex and curriculum) were employed. Minicourse subjects gained more on one critical thinking scale, while traditional curriculum subjects gained more in two reading comprehension areas. No differences in affective gains were found. Traditional subject males gained more on the critical thinking inference side. (Author)