A longitudinal study assessed the progress of 271 students of English as a Second Language (ESL) who had entered Project SEEK at Brooklyn College (New York) in the fall of 1985. The goals of the study were to identify factors predicting success or failure in academic courses, and to study attitudes of the students toward their second language and toward their college learning experience. Data were collected from: (1) academic records, including standardized test scores, a college entrance grade index, and college grades and credits; and (2) responses to a questionnaire concerning personal characteristics, language use patterns, and perceptions of belonging to the college community. Analysis of the results indicates that a variety of cognitive-academic, linguistic, and attitudinal factors influence the success of ESL college students. The more successful students did not repeat courses as often and progressed faster into mainstream English courses. Many students did not do well in writing, and a need for early intervention for students at risk of repeating is discussed. Efforts to enhance student feelings of belonging are also suggested. The area least susceptible to intervention seems to be language use patterns because those students who used more English were less successful in college. Further research is recommended. The response questionnaire is appended. (MSE)