The results of an evaluation study of a university Child Development Associate (CDA) training program are summarized, focusing on the characteristics of this non-traditional educational program and its effects on the classroom performance and personal development of its adult students. The subjects were 215 female preschool teachers and staff enrolled in the University of Michigan-Dearborn CDA Training Program from 1982 to 1985. The results of this 3-year study supplement and extend the findings of the relatively small number of previous research studies which have been reported in the area of CDA competencies and training programs and their effects. Assessments of data collected from four evaluation measures, including two self-report questionnaires, classroom observations, and a follow-up survey, are reported in the form of various tables and graphs. (DST)