A 3-year followup evaluation of the Personalized Education Program (PEP) of the General College, University of Minnesota, is presented. The program, which is designed to improve the academic retention and achievement of underprepared, freshman minority students, has served 273 students since the fall 1979 quarter, including 86 American Indians, 72 Chicanos/Latinos, and 115 Blacks. Data are provided for students who began the PEP program in 1981, 1980, and 1979. Findings include the following: of the 116 PEP students who began in fall 1979, 29 percent registered for at least one quarter during 1981-1982, and 12 percent registered for nine consecutive quarters since fall 1979; six percent of the PEP students transferred from General College to another University of Minnesota college; 1979 PEP students who persisted for 3 years achieved similar grades and numbers of credits compared to control groups, suggesting that these students were able to overcome educational disadvantages that existed when they began as freshmen; and students generally achieved similar grades in non-General Colleges classes compared to General College Classes, but the completion rate in non-General College classes was lower. Supporting statistical data and study recommendations are included. (Author/SW)