The Teacher Corps Corrections Program was generated at the University of Oregon in 1970. This program was to recruit an intern group on the junior undergraduate level and train them to be teachers capable of working with alienated and minority populations in either an urban school or a correctional setting. The program had a strong theoretical orientation. The need for accomplishing structural change in established institutions and training a new kind of teacher able to operate as a change agent was emphasized. The major purpose of this study was to evaluate to what extent the program succeeded in generating within the interns the abilities and commitment to act as change agents in educational/correctional environments. Through the use of a tape recorded interview/analysis procedure, this study examines the impact on 19 former interns in terms of their self-perceptions, current activities and present opinions regarding societal change. The study also determines how well the Teacher Corps program was able to prepare interns for involvement in traditional and on going institutions and agencies. An evaluation of how involved former interns currently are in activities designed to make traditional institutions more responsive and less alienating for the clients they serve is presented. Results indicate that 9 of the interns felt that the program did not adequately train them for the role of change agent, while 9 felt that the program had. It was found that former interns have done little to live up to the predicted change agent behavior patterns of the original Teacher Corps proposal. It is suggested that the program's goal of training minority personnel for juvenile corrections careers was not met, and possible explanations for this are suggested. (Author/AM)