Four studies concerning the impact on students and faculty of individualized baccalaureate programs at the General College of the University of Minnesota were conducted. These studies concerned faculty perceptions of the individualized degree program; consequences of the program on faculty advising, activities, and academic load; reactions of graduates of the program; and a credit and grade point analysis of transcripts of graduates. The faculty attitude and opinion survey assessed the quality of programs and of student performance, professional development and satisfaction, and institutional, curricular, and program development and change. While expressing confidence in the quality of student-planned programs, faculty felt less confidence in students' abilities in writing, communicating orally, and applying classroom experience to real-world problems. Results indicate that the proportion of faculty advising time required for individualized baccalaureate degree programs was double that for conventional lower-division programs. Characteristics of the 80 graduates of the program, whose average age was 33, are identified along with their goals in electing individualized study, their assessment of the program in general and how it is valued in the world of work, factors that led to employment, and the effect of the degree on admission to graduate school. Slightly more than a fourth of the graduates ahd been granted vocational-technical credit, a fifth received experiential credit, and five percent received credit by examination. Grade and numeric point averages of students exceeded the standards set by the General College faculty for admission to, and graduation from, baccalaureate programs. Survey instruments and statistical tables are appended. (SW)