The purpose of this study was to assess the value of a combination of evaluation-feedback procedures in achieving the objectives of a non-residential graduate-level course in sensitivity training. The three-credit course, involving T Groups of 12 students and a trainer, is a required course for all candidates for a master's degree in elementary education. The three instruments used before, during, and after the course (both to promote and to measure student learning and to combine self-report, self- and peer-group ratings) were: (1) Personal Relations Survey, which measures degrees of openness and feedback interpersonal situations; (2) Group Perception Questionnaire, which evaluates peer-group exchange of feedback in terms of encouraging, inhibiting, accepting, or rejecting responses; and (3) Rating Scale, which is based on ten criterion statements considered to be critical dimensions of T-Group learning. Data provided by the study (the collection and analysis of which is detailed in the report) indicated, among others, the following general changes in students who had completed the T-Group training program: (1) Students improved and did as well as trainers in evaluating critical dimensions of T-Group learning objectives. (2) Students relied less heavily on the cognitive dimension as the basis of their peer-group discriminations. (3) Students improved their skills as participant observers and became more effective in the use of process observations in group situations. (Author/JS)