The paper demonstrates an approach for describing educational organizations in terms of their multiple evaluating environments. A college profile is drawn based on the diverse criteria that students, faculty, administrators, admissions staff, and athletics staff use to assess the success or failure of undergraduates. The relative values that 377 respondents placed on 21 dimensions and 12 types of undergraduate performance are analyzed. Differences and unifying themes in their responses are presented, and the impact of multiple institutional goals on organizational diagnosis and development is discussed. (Author)