This study compares modes of cognitive functioning revealed in student selection of a college major. Students were interviewed in-depth concerning reasons for their choice of majors. Protocol data suggested two distinct modes of thinking were evident on an analytic-intuitive dimension. For operational purposes analytic thinking was defined by publicly verifiable and well-defined premises leading to logical-rational conclusions. Intuitive thinking was defined by emotional involvement and global impressions which formed the basis for justification and selection of a major. Questionnaires were administered to a sample of 600 undergraduates, and an index score was computed for each student reflecting the relative importance of analytic versus intuitive statements. The intuitive dimension was found to be more important (a) to students as they progressed through school, and (b) for students in soft (Humanities) as opposed to either hard (natural sciences) or business curricula. Females with soft majors had more analytic scores than males in soft majors, and females in business majors had more intuitive scores than males in business majors. Additional analyses showed that students who had changed majors two or more times had higher intuitive scores than those who had never changed majors. (Author/LP)