During October and November of 1975, course outlines were solicited from the sixteen Florida community colleges offering an integrated humanities course. Ten colleges provided outlines, which were subsequently reviewed in terms of the textual materials used, the teaching approach employed, and stated objectives. The review showed that all of the colleges emphasized cognitive content, and taught knowledge of "great" art (the aesthetics approach) or historical periods and influences (the cultural history approach) to increase the students' appreciation and improve their ability to make value judgments, on the assumption that knowledge precedes taste. All but one of the courses had behavioral objectives, but most of the objectives were directed toward development of the cognitive domain; those dealing with affective behavior were not supported by unit objectives. Although several of the courses required students to become involved in a creative process, evaluation was too often based on the product rather than the process. Lastly, all but one of the courses focused exclusively on the humanistic achievements of Europe. It was concluded that the integrated humanities courses reviewed were less than integrated and emphasized facts at the expense of process. (JDS)