Nearly 37% (80 students) of the 219 entering, first-time freshmen, who were enrolled in second-level (requiring high school level skills) developmental reading and composition courses at the Community College of Allegheny County, were block-enrolled into a social science/history elective, "Man, Time, and Social Change." The same group of students shared classes, teachers, and subjects in order to (1) focus the student's classroom work to obtain maximum learning impact and (2) establish a strong, first-term student orientation to the institution and to their individual programs. In the social science course, using a workbook, classroom lectures, discussions, and films, the students delineated relationships between social events. Blocking the composition course with the others gave the students' writing assignments specific direction in both form and content. The design of "Advanced Reading and Study" complemented the other courses in its integration of the teaching of reading and study skills. Experimental and control populations were compared in terms of placement scores, majors, academic success, retention, and evaluation of the college experience. Project success was evidenced by a higher percentage of A's and B's, an increase in retention, and a greater satisfaction with their majors and the college among the blocked group. Students who felt unfairly placed in developmental courses were given special attention. (AYC)