A discussion of the challenge and promise of honors courses precedes an examination of an American History honors class composed of 24 high school juniors and seniors selected by one or more sets of criteria. The students came from well educated parents who raised comparatively small families, 13 were either first born or only children, and all participated in some extra-curricular activity. The author/teacher provided opportunities for deviation from the usual textbook/test methods through block reading assignments, use of primary sources, interpretive materials, and additional reading. Students took turns in leading discussions of the readings; written assignments were made which required evaluation, documentation, and use of the historical method. Critical analysis was encouraged. Students were evaluated on the basis of their performances in leading and participating in discussions, their written work, and a minimum number of tests. The majority of students consistently earned grades in the 80's and 90's. The author evaluated the experience favorably, and students indicated enthusiasm and approval even though the course was more demanding of their time and efforts. Implications of this course are presented for teachers, administrators, libraries, teacher-training institutions, and college courses. An appendix contains a list of basic reading material required of all students. (RJ)