In fall 1992, San Jose City College (SJCC) in California developed Afternoon College to determine if afternoon hours could be scheduled effectively by offering a coherent block of transfer courses. Afternoon College was designed to offer the college's entire 39 units of general education in a 1- or 2-year rotation. Project goals included the more efficient utilization of facilities not being used adequately in the afternoon; accommodation of the scheduling needs of working students; and provision of alternative times for students to enroll in Biology, English, Geology, History, Humanities, Mathematics, Philosophy, Political Science, Psychology, and Speech courses. First-year activities included identifying and scheduling the courses and times, scheduling precollegiate skills courses in adjacent time slots, obtaining support from full-time faculty, publicizing the program, and developing a class cancellation policy. In fall 1992, 257 students enrolled in 7 general education (GE) courses and 1 precollegiate skills class; and 251 students enrolled in 5 GE courses and 2 precollegiate skills courses in spring 1993. The program received strong support from full-time faculty, lending credibility to the program. Productivity ratios were near the all-college average, and facilities utilization improved. Informal surveys indicated that block scheduling added a convenience and coherence that made afternoon classes appealing to many students, though most students chose the afternoon times because other sections were full. SJCC plans to continue the program as a valuable alternative scheduling pattern. A description of Afternoon College and answers to questions concerning faculty incentives, effects on specific groups of students, and other concerns raised by workshop attendees are included. (KP)