This investigation explored the extent to which a newly constructed instrument, the CLASS Action Survey (CLAS), was able to accurately measure the qualities of a specialized course, the Crystallized Learning and Academic Study System (CLASS) and its stated goals: (1) to increase college students' academic mindedness, (2) to challenge self-responsibility, (3) to increase academic skills and (4) to provide students with an academic system for studying and learning they can uniquely apply to enhance their scholastic performance. Forty-three college students enrolled in the CLASS course were assessed across a two-week pre/post administration of the CLAS. Results of a dependent samples t-test indicated that the CLAS reliability differentiated between the pretest and posttest means which were determined to be statistically significant. Post hoc analysis of pre-post survey item responses using the McMemar Test indicated additional significant differences on selected items. Methodological limitations, future research and implications for colleges and universities are discussed.