THE OBJECTIVES OF THE PROJECT WERE TO IDENTIFY EDUCATIONAL AND CULTURAL NEEDS OF STUDENTS AND TO ESTABLISH PRIORITIES AMONG THESE NEEDS. IN AUGUST 1966, QUESTIONNAIRES RETURNED BY 90 SCHOOL ADMINISTRATORS IDENTIFIED FIVE BROAD AREAS OF IMPORTANT STUDENT NEEDS. THE TWO MOST OFTEN MENTIONED, CURRICULUM METHODS AND CURRICULUM CONTENT, WERE STUDIED. STUDENT BEHAVIORAL OBJECTIVES FOR THE 11 LEVELS INDICATED IN THE "TAXONOMY OF EDUCATIONAL OBJECTIVES, HANDBOOKS I AND II" WERE DETERMINED FOR EACH OF 20 COMMON SUBJECT AREAS. A 117-ITEM QUESTIONNAIRE DESIGNED TO ALLOW COMPARISON OF RESPONDENT PERCEPTIONS OF CURRENT EDUCATIONAL PRACTICES WITH THEIR EXPECTATIONS WAS COMPLETED BY A 5 PERCENT SAMPLE OF INTACT CLASSROOMS IN GRADES 6, 9, AND 12, PARENTS OF THESE STUDENTS, TEACHERS, AND ADMINISTRATORS. FROM THESE 2,220 USABLE QUESTIONNAIRES, FINDINGS INDICATED (1) VOCATIONAL EDUCATION, SOCIAL STUDIES, AND HOME ECONOMICS WERE THE MOST KEENLY FELT CURRICULAR NEEDS OF STUDENTS, (2) PHYSICAL EDUCATION, FOREIGN LANGUAGE, AND MUSIC WERE THE MOST SATISFACTORILY ACHIEVED LEARNING GOALS, (3) EMOTIONAL COMPONENTS OF LEARNING IN ALL SUBJECTS WERE NEEDED MORE THAN ADDITIONAL STRESS ON PURELY INTELLECTUAL LEARNING, (4) AS STUDENTS PROGRESSED THROUGH SCHOOL, THEIR OPINIONS REGARDING A NEED FOR VOCATIONAL EDUCATION, SOCIAL STUDIES, AND HOME ECONOMICS INCREASED IN STRENGTH, (5) THE ABILITY TO MAKE AND REVISE JUDGMENTS ON THE BASIS OF A CONSISTENT PHILOSOPHY OF LIFE WAS VIEWED AS IMPORTANT IN ALL SUBJECT AREAS, AND (6) THE NEED FOR INCREASED EMPHASIS ON SYNTHESIZING AND EVALUATING KNOWLEDGE INCREASED WITH GRADE LEVEL. THE QUESTIONNAIRE AND STATISTICAL ANALYSES ARE INCLUDED. (EM)