The impact of a departmental honors program in psychology was evaluated at the University of North Carolina, Charlotte. Attention was focused on the impact of the introductory honors course on students' academic performance and adjustment. Students were selected for the honors program based on predicted grade point average, which was based on four variables: high school rank, verbal and math Scholastic Aptitude Test (SAT) scores, and race. Data were collected initially and up to 2 years after the course to determine short- and long-term effects. Students' responses to a questionnaire were compared to those of a control group matched for academic ability. In addition, faculty completed an open-ended questionnaire to evaluate the honor class. It was found that honors students had higher grade point averages, enjoyed their classes more than did nonhonors students, and were much more likely to double major (33 vs. 4 percent) than were nonhonors students. Honors students also indicated that their coursework had a greater impact on their future career choices and their studies were much more experiential in content, compared to the work of nonhonors students. The student questionnaire is appended. (SW)