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Abstract
This article compares changes in traditional MSW students who take 6 instructional quarters to complete their degree with changes in extended MSW degree students who take 8 instructional quarters (a combination part-time/full-time work/study arrangement) to complete their degrees. Fourteen self-measures of attributes of personality, values and initial helping skills were employed to assess the changes. Regression analyses utilizing descriptive and behavioral variables were used as predictors of change. The implications of the data are discussed in terms of the social work educational delivery system.