The Centering-Venturing workshop program at Davidson College in North Carolina, designed to help students identify personal strengths and skills, is reviewed. The program includes an orientation meeting at which connections and integrations between different facets of self and between self and environment are presented, and four workshop sessions where 30 participants are taught to extract clearly defined skills and strengths from their experiences. About one hour of each session is devoted to exercises through which data on individual values, interests, life periods, ambitions, work styles, and commitments are generated. Simple relaxation and meditation techniques are used to help people move beyond the quantitative and superficial; this is believed to promote learning from images, symbols, and metaphors where much important qualitative information is stored. Between the third and fourth sessions, a day or more of practice information gathering allows students to contact people who have made connections in their lives and helps them to identify what the world requires and what personal resources will help in their own lives and work. Prioritized objectives on life, work, learning, and personal growth from long-term, intermediate, and short-term perspectives are articulated during the final session. (TR)