The idea of organizing courses on the "sandwich principle" of alternate periods of academic study and industrial training is described. Results of a longitudinal study conducted at the University of Bradford are provided throughout the report. Following background information on the sandwich principle, students' reaction to sandwich courses are evaluated. One of the findings was that the School of Applied Biology emerged as something of a special case, and in a separate chapter, industrial training as part of university biology courses is examined in more detail. In Chapter 4, some aspects of the students' career plans are examined and whether, in fact, the students do become clearer about what they want to do, and whether they do become more inclined to work in industry. How different personalities react to industrial training and how far industrial training appears to affect personal characteristics is examined in Chapter 5. In the final chapter an attempt is made to weigh the educational contributions of sandwich courses. The appendices contain the various tests and questionnaires referred to in the text. (SPG)