This study investigated the characteristics and experiences of 59 college students accelerated from their freshman to their junior year. The students showed high academic performance and few social problems, but questions of personal identity remained problematic; the best single predictor of academic success was found to be freshman grade-point average. The students consistently reported as benefits saving money, getting a job or going to graduate school earlier, using the fourth year to do something different (travel or work experience), and avoiding unnecessary courses. Initial enthusiasm for the acceleration program came about also because of an interest in small classes and belonging to an "experimental community." (Author/MSE)