This study examined the critical thinking skills of resident and commuter students during the freshmen year, controlled for precollege background and ability. Differences in commuter and resident students' experience, particularly aspects of academic and social integration were also considered. The study sample was a subset taken from a national longitudinal study of factors influencing learning and cognitive development in college (sponsored by the National Center on Postsecondary Teaching, Learning, and Assessment). The sample consisted of 326 resident students and 316 commuter students attending 6 of the 18 institutions reported in the data. A precollege survey gathered information on student demographic and background characteristics. Students were tested on college entry using the Collegiate Assessment of Academic Proficiency (CAAP), and at the end of the freshman year with the CAAP reading comprehension, mathematics, and critical thinking modules. Additionally, measures of students' freshman-year experiences were derived from the College Student Experiences Questionnaire. No differences in critical thinking skill development were found between resident and commuter students during the first year of college. Findings suggest that students' out-of-classroom experiences and interactions can influence cognitive development during college. (Contains 50 references). (SW)