This report discusses findings of a study of two issues during the 1989-90 academic year at the United States Naval Academy: the removal of the Chairman of the Electrical Engineering Department, and the Superintendent's decision to give a final electrical engineering examination that might have been compromised. The study reviewed the effect of these two incidents on the faculty and examined the Naval Academy's subsequent efforts to analyze and improve the performance of midshipmen in introductory electrical engineering courses. Actions by Academy officials included reducing the amount of material covered, changing the textbooks, and trying to increase student motivation to complete homework problems. Some significant improvements in midshipman performance have already appeared, but it was not known whether this was a result of actions that have reduced the difficulty of the courses, of lenient grading practices, or both. Additional issues requiring more attention included minimum professional core competencies, the adequacy of study time, and extra instruction for midshipmen having academic difficulty. Appendices include background information concerning the EE312 final examination, Naval Academy efforts to improve midshipmen performance in electrical engineering, and background events leading to the removal of the Electrical Engineering Department Chairman. Recommendations are provided. (GLR)