The purpose of this study was to examine the effect of individual conferences on the performance of students in a junior college composition program. A review of the literature on conferencing led to the hypothesis that students who had individual conferences would improve their writing significantly more than those students who did not. In both the control group and the conference group, the same amount of reading and writing was assigned each week. The results of this study indicate that it is questionable to invest the amount of time spent in six conferences, as was done in this study. Beyond the first two conferences the data indicated the students did not learn any more than if they spent the time in class. (RB)