FORTY-SEVEN LEGALLY BLIND HIGH SCHOOL GRADUATES BETWEEN 16 AND 20 YEARS OF AGE, ACCEPTED BY A COLLEGE OR UNIVERSITY, PARTICIPATED FOR 6-WEEK PERIODS IN A 3-YEAR PROJECT TO DEMONSTRATE THE VALUE OF CONFRONTING THE STUDENTS WITH AND ASSISTING THEM IN RESOLVING A REALISTIC AND BROAD GAMUT OF PERSONAL, ACADEMIC, SOCIAL, AND PSYCHOLOGICAL PROBLEMS WHICH OCCUR IN COLLEGES. THE PROGRAM PROVIDED CONTACT WITH (1) DORMITORY LIVING, (2) REGISTRATION, (3) EXTRACURRICULAR ACTIVITIES AND COUNSELING SERVICES, (4) LIBRARY, LABORATORIES, CAFETERIA, AND OTHER COMMON CAMPUS FACILITIES, AND (5) REMEDIAL SERVICES SUCH AS MOBILITY TRAINING, GROOMING, AND SOCIAL MODIFICATIONS. FINDINGS INCLUDE -- (1) THE BLIND STUDENTS EVIDENCED ESSENTIALLY THE SAME PATTERN OF INTERESTS AS THEIR SIGHTED PEERS BUT RATED HIGHER ON MATURITY SCALES, (2) THEIR LACK OF PROFICIENCY IN TYPING WAS A SERIOUS PROBLEM, (3) THEY WERE EXCEPTIONALLY WEAK SPELLERS AND REQUIRED CONSIDERABLY MORE STUDY TIME THAN THE SIGHTED, (4) OVER 91 PERCENT WERE SUCCESSFUL IN REMAINING IN COLLEGE, (5) GROUP SESSIONS IN MOBILITY TRAINING AND PHYSICAL FITNESS WERE BENEFICIAL, AND (6) INTERESTED, MATURE UNDERGRADUATES WERE CAPABLE OF WORKING WITH THE BLIND STUDENTS. SIMILAR PROGRAMS FOR STUDENTS WITH OTHER DISABILITIES WERE RECOMMENDED. (JK)