Several propositions concerning methodology of personality research in educational settings are presented in the context of medical school students. Academic performance, attrition, student satisfaction, and personality and value changes are discussed in their direct relation to institutional goals and objectives. Personality factors are of special importance since they encompass all possible non-demographic and non-intellective dimensions on which individuals might differ. Content analysis of spontaneous self-descriptions is most useful in assessing the whole individual. Tables present results of student scores and informational categories. (Author/BEF)