College students who live on campus are often assigned a roommate whom they do not know and are expected to live with that person in intimate quarters. This study was conducted to examine the process of relationship development in 13 pairs of college freshwomen roommates. For 8 weeks each semester of their freshman year, roommates independently completed a weekly questionnaire on the two most important events that occurred between them and their roommate. Toward the end of each semester, they also completed measures of conflict, conflict resolution, and emotional involvement with their roommate. A follow-up interview was conducted during subjects' second year of college. The results revealed that conflicts were most frequently reported regarding room cleanliness, study hours, and how often the other asked for a favor. Emotional involvement was high for both semesters, but it decreased second semester, especially in perceptions of the other's disclosure and in one's own caring. By second semester, compatible roommates were more likely to report high emotional involvement than were less compatible roommates. Comflict also increased across semesters in number of conflicts, frequency, and importance. By second semester, compatible roommates were less likely to experience conflict. Living together the second year was predicted by compatibility, whereas emotional involvement and conflict predicted type of future interaction. (NB)