Following recommendations in the 1966 report EDUCATION AT BERKELEY, the Board of Educational Development (BED) was created as the practical vehicle through which experimental curricular programming could be realized more rapidly. The purpose of this study was to examine systematically and empirically the BED curriculum--the student and faculty initiated courses sponsored by the Board. It was found that of the 36 courses given from Winter Quarter 1967 through Summer Quarter 1968, almost 60% were initiated by students. Wide variation in class size was noted. Broad social problems dominated the content of the BED curriculum with the emphasis favoring a theoretical orientation over specific application of theory. There were no significantly peculiar patterns of course enrollment size in terms of the 3 course initiator groups--the Center for Participant Education (a student group), faculty, and students. Neither class size nor course load (estimated in terms of unit credit per course) significantly affected grades. Higher grades were earned in student initiated courses. BED courses showed significantly higher grade point indices than comparable undergraduate courses across campus, but in terms of course initiators and broad academic fields, the grade point indices of BED courses were not significantly different. Appendices contain course descriptions and tables. (JS)