This paper reports on a study of the Biomedical Sciences Preparation Program (BioPrep), a rural component of the Josiah Macy Jr. Foundation's funded projects. The program was intended to give Alabama students (particularly minorities) academic competency in mathematics, science, and oral and written communication relevant to medical professions. Students were selected for BioPrep in the 9th grade and continued participation through the 12th grade. One goal of the program was the development of student appreciation for rural medical practice. The students are exposed to field placements, directed and independent studies, laboratory work, Saturday sessions, accelerated curricula during school, and full-time summer programs. The purpose of this study was to examine related attitude and behavioral changes that may be attributable to the BioPrep Program. Questionnaire responses from BioPrep students were compared with those from a control group. Students were questioned on sources of information, school-related activities, family relationships, health care, careers, and attitudes toward rural living. The overall results of the analysis do not support a strong advantage for either the BioPrep or the control group, possibly because BioPrep was designed for academic-not behavioral or attitudinal-outcomes. Also, with so many outside variables competing for adolescents' attention, it is difficult to devise a program that will change attitudes or to adequately measure changes that do occur. Participation in BioPrep also may have presented problems for students in other areas of their lives. The data were inconclusive about the program's effects on students' behaviors, suggesting a need for a more in-depth evaluation. (TES)