An exploratory study was designed to assess (1) whether a class created around older adults' personal recollections would motivate the class's involvement in adult education activities, (2) the oral history preparation process's impact on younger interviewers and older respondents, and (3) the instructional approach's strengths and weaknesses. The project, initiated at a Veterans Administration nursing home, contained four stages: staff training for collecting and transcribing histories, staff and resident interviews to obtain histories, staff transcription and resident editing of histories for incorporation into a book, and development of two courses ("World War II Era" and "Red Letter Days") from collected group experiences. Based on class attendance records and staff members' and visitors' perceptions of changes in the thirteen participants' behavior/life outlook, seven participants showed positive impact; six showed no impact. In comparing groups it was found that residents benefitting most were characterized before project initiation as cognitively integrated but socially withdrawn. These residents became increasingly involved in interviews and tended to continue participation following experimental class completion. Persons benefiting least were frequently described as depressed or confused. Of the eleven nursing staff interviewers, 63.6% reported warmer, more personal relationships with their interviewees. Results suggest that staff and residents mutually benefitted from the oral history interview process. (CSS)