This paper examines the unique make-up of selective colleges as opposed to those with open admission policies, variances in individual colleges, and how Upward Bound students can be prepared for selective colleges. Some orientations of selective colleges have been described as realistic, scientific, enterprising, and conventional. All of these orientations give low priority to interpersonal relations, the social sciences, and arts and humanities; the environments are highly competitive academically and little concern is manifested for the individual student. This failure to emphasize interpersonal relations will constitute an obstacle for the Upward Bound student. Students and staff on a selective college are less likely to be aware of or support the special needs of Upward Bound students. The staff of educational opportunity programs need to insure that the student's psychological, spiritual, financial, and physical needs can be met by the school they choose. In selective colleges that have special admission programs for disadvantaged, it is important to determine whether they have remedial courses, special classes, a reduced course load or delayed evaluation program, ethnic studies programs, and other supportive services. There is a need to prepare students for such things as the use of textbooks, listening and notetaking skills, how to prepare for and take tests, and the improvement of general verbal skills, writing, and vocabulary improvement, and reading skills. Students should also be prepared for the contact with students who will view them as different, and early career counseling is essential to student success. (SW)