The purpose of this study was to determine if there are developmental tasks unique to the older female student returning to undergraduate school. These students are attempting to meet obligations to family, society, and self, while engaging in educational pursuits often experienced by others before assuming family or income-producing obligations; therefore they exhibit a unique set of concerns necessitating learnings within a short period of time in order to succeed. A secondary purpose in the study was to attempt to stratify the identified concerns and to describe necessary foundational and merger learnings. Questionnaires were administered to 172 junior and senior college female students ranging in age from 23 to 54 years. Responses were tabulated regarding their concerns about school in general, about professors, about peers, and about family or home. These concerns were then translated into developmental tasks, and it is shown that the majority of women 23 years of age and older must acquire psychological postures of goal-orientation, independence, and objectivity after their arrival on the university campus. The degree to which they achieve these developmental tasks will strongly influence success or failure in the university community. (LBH)