THIS WAS A LONGITUDINAL STUDY WHICH FOCUSED ON THE PERSONALITY DEVELOPMENT OF COLLEGE STUDENTS BETWEEN THE AGES OF 17 AND 22. IN THE FALL OF 1961, SELECTED STANFORD AND BERKELEY FRESHMEN WERE ADMINISTERED SIX SCALES FROM THE OMNIBUS PERSONALITY INVENTORY, THE AUTHORITARIAN AND ETHNOCENTRISM SCALES, AND AN EXPERIMENTAL 54-ITEM DRINKING ATTITUDES SCALE. AS SENIORS, THEY WERE ADMINISTERED THE SAME INSTRUMENTS AND A QUESTIONNAIRE. THE HEART OF THE STUDY CONSISTED OF THE LONGITUDINAL INTERVIEWING OF SELECTED STUDENT SAMPLES THROUGHOUT THEIR FOUR COLLEGE YEARS. A WIDE VARIETY OF PATTERNS EMERGED, AND THESE ARE DESCRIBED. THE RESULTS, IN ROUGH SUMMARY, ARE--(1) FOR MANY STUDENTS, THE ACADEMIC-INTELLECTUAL OFFERINGS OF THE COLLEGE DO NOT CONNECT ADEQUATELY WITH THEIR OWN MOTIVATIONS AT THE EXPENSE BOTH OF ADEQUATE LEARNING AND OF PERSONAL INVOLVEMENT IN THE PROCESS OF INTELLECTUAL INQUIRY, (2) MANY STUDENTS DO NOT LEARN ADEQUATELY TO RELATE THEIR REASONING CAPACITIES WITH PROBLEMS THEY FACE IN THEIR OWN DEVELOPMENT, AND (3) THE COLLEGE YEARS DO NOT BRING SUFFICIENT OPPORTUNITY TO DEVELOP THE NON-INTELLECTIVE PARTS OF THEIR CHARACTER. THE CHAPTERS IN THIS VOLUME ARE CENTERED ABOUT THESE MAJOR AREAS--(1) ACADEMIC EXPERIENCE, (2) CAREER PREPARATION AND CHOICE, (3) PEER RELATIONS, AND (4) PERSONALITY DEVELOPMENT. THE LITERATURE ON PERSONALITY DEVELOPMENT DURING COLLEGE IS REVIEWED AND RECOMMENDATIONS ARE MADE. (PS)