This document reports an evaluation of the orientation program in Australia for hosted Year Program students. Qualitative and quantitative data were used in the evaluation. The techniques included on-site observation of the orientation and interviews with 141 participants and 23 staff members from 12 countries. Although no written goals were stated for the program, several goals emerged from evaluator interviews including: (1) breathing space; (2) language learning; and (3) specific cultural learning. The orientation program included skits, workshops, language practice, field trips, information sessions, and an international dinner. A pre-departure orientation was conducted for students returning home and an evaluation questionnaire listing 10 goals to be rated was administered. Three of the goals were rated highly necessary for future programs. They included: (1) specific cultural learning; (2) strategies for coping and developing realistic expectations; and (3) the formation of international friendships. The results showed that the major problem for the students was their relationships with the host family. Fifty percent of the students rated the year as happy and productive; 40 percent had some difficulties but still had a productive year, and 10 percent had a continuously difficult and unhappy year. The departing orientation was perceived as useful for sharing mutual experiences for coping with problems and for renewing friendships with other students. The report concluded that the orientation camp does achieve some of the purposes expected of it by each of the groups. Two afterwords are presented: (1) "Australia's Orientation and the Montreal Recommendations" (Mary Ann Zaremba); and (2) "How National Units Can Make Use of This Report" (Neal Grove). (NL)