This study explored effects of early out-of-home care on college students' social and emotional development, academic achievement, and choice of profession. The sample included 736 white and 163 black college undergraduates in Missouri who were asked whether they had received part- or full-time care from a baby-sitter, teacher, or family day care provider during infancy, at age 2, and at age 4. Other information obtained included demographic data, high school and college grade point averages, number of extracurricular activities, major area of study, and preferences for employment after graduation. Participants were administered the Erikson Psychosocial Inventory Scale, a measure assessing respondents' resolution of conflicts associated with the first six of Erikson's psychological stages. Seven predominant patterns of child care emerged from the data. Among them, parent-only care in infancy stood out as the early child care arrangement most associated with high functioning among college students, especially men; it was followed by full-time day care at ages 2 and 4. Part-time care in infancy and at age 2, with full-time care at age 4, was the arrangement most associated with low scores. This was true for both races and for both sexes. Additional findings are discussed. (RH)