The main purposes in examining and evaluating the Advanced Placement English Program in Salt Lake and Granite School Districts were to identify the essential curriculum features of the program, to make suggestions for curriculum improvement, and to determine whether or not the quality of the AP English Program surpassed that of the conventional English program. "Quality" was judged on the basis of student proficiency in literary analysis, composition, reading sophistication, and academic achievement. The results of questionnaires administered to AP English teachers and students and regular English teachers and students, of observations, of examination of student themes, of comparisons of grading techniques and curriculum features, and of writing exercises showed that (1) the AP literature program exposed students to complex fiction with more depth and frequency; (2) the AP composition program was stronger than the regular program in its assignment of more focused, thought-provoking theme topics; (3) the critical thinking ability of AP English students was limited to the classroom study of fiction; and (4) according to the college grades, placement, and credit received by AP students in comparison to the matched, conventional group, the AP English program was stronger. (Author/MF)