The literature review attempted to identify: 1) what we know and don't know about post-secondary aspirations, expectations, and access; and 2) where and how it is possible for us to embark on solutions or further investigation. The research in this area has been heavily sociological. Socio-economic background, family size, community origins, availability of educational facilities, birth order, sex, language, ethnicity, significant others, and information access were generally used as independent or background variables with students' aspirations and expectations as dependent variables. The relationships are now quite clear. For instance, statistical comparisons show that a lower-class student from a rural background has less chance of aspiring or expecting to enter university than his rich, urban counterpart. Females have less chance than males. So do students from large families, especially lower-class families. While these variables do interact, the general relationships hold even when mental ability is controlled. However, we do not have a full understanding of the relative influence of students' financial ability or value orientation. While some believe that money matters, a significant portion of the relevant research, at least tentatively, suggests that attitudinal factors are as important as financial considerations. We also do not have a clear understanding of some of the psychological variables which may mediate between students' sociological conditions and their post-secondary plans. Some suggestions are made for further research and the school's role. (Author)