TO CLARIFY ISSUES INVOLVED IN THE RAPID AND CONTINUING EXPANSION OF OVERSEAS STUDY PROGRAMS FOR AMERICAN COLLEGE STUDENTS, A STATISTICAL ANALYSIS WAS MADE OF DATA OBTAINED FROM A BATTERY OF TESTS AND INTERVIEWS WITH 85 JUNIORS ACCEPTED FOR STUDY ABROAD IN THE SPRING OF 1965. FINDINGS WERE COMPARED WITH SIMILAR DATA FOR NON-APPLICANTS AND REJECTED APPLICANTS. TEST CATEGORIES INCLUDED INTELLECTUAL AND COGNITIVE FUNCTIONING, PERSONALITY TRAITS AND DISPOSITIONS, POLITICAL AND SOCIAL ATTITUDES, AND CREATIVITY AND AESTHETIC PREFERENCES. ITEMS MOST STRONGLY DIFFERENTIATED IN FAVOR OF THE STUDENT WHO WENT ABROAD INCLUDED--(1) STRONG SENSE OF PURPOSE IN LIFE, (2) COMPLEX AND DEEPLY RESPONSIVE INDIVIDUAL, (3) DEDICATION TO HUMANITARIAN AND EGALITARIAN IDEALS, AND (4) SELF-RELIANCE. THREE CRITERIA OF OVERSEAS PERFORMANCE WERE SIGNIFICANTLY INTERCORRELATED AND MAY BE VIEWED AS DIFFERENT FACETS OF AN OVERALL ASSESSMENT OF PERFORMANCE--(1) PEER NOMINATIONS OF OUTSTANDING PERFORMANCE, (2) RATINGS OF STUDENT PERFORMANCE BY OVERSEAS CENTER DIRECTORS, AND (3) ACADEMIC ATTAINMENT. A FOURTH CRITERION, STUDENT'S PERSONAL EVALUATION OF HIS YEAR ABROAD, PROVED INDEPENDENT AND REQUIRES FURTHER STUDY. CORRELATION PATTERNS WERE DETERMINED FOR THE PREDICTIVE VALIDITY OF VARIOUS SELECTION TECHNIQUES AND PROCEDURES EMPLOYED IN THE APPRAISAL OF OVERSEAS STUDY APPLICANTS. (JK)