The purpose of this study was to examine the interrelationships between the School of Education and the rest of the university by means of the course demands placed by elementary education majors and graduate education students on other academic departments during the fall terms of 1972 and 1973. It also examined the course demands placed on the School of Education by other major groups for this period. The Induced Course Load Matrix (ICLM) was the vehicle used in this examination. The hypothesis tested were 1) that elementary education majors and graduate education students placed equal course demands on the other academic departments, 2) that other major groups place equal course demands on the School of Education, and 3), that course demands by these three groups were consistent over time. Results indicated that elementary education majors and graduate education students did not place equal demands on other academic departments. Elementary education majors place the greatest course demands, as might be expected, on departments where there are course requirements such as Psychology, English, General Science, Mathematics and Speech. However, this group also placed heavy course demands on the History Department even though there are no required courses. Graduate education students placed course demands on other academic departments similar to elementary education majors, especially in the Departments of Psychology, English and History.