This paper reports on an investigation of study strategies of 514 college freshmen at Murray State University (Kentucky) enrolled in a Freshman Orientation class. A demographic questionnaire and the Learning and Study Strategies Inventory (LASSI) were administered. Responses on the LASSI are categorized into ten subscales (attitude, motivation, time management, anxiety, concentration, information processing, selecting main ideas, study aids, self-testing, and test strategies). Findings indicated that: (1) relatively few (24%) reported receiving any training in the use of learning strategies; (2) students reported using learning and study strategies at a lower level than the inventory's norming group; (3) students who used such strategies (especially in the areas of motivation, concentration and test taking) demonstrated higher grades at the end of their freshman year; (4) students who scored lower on such subscales as attitude, time management, and anxiety found college to be more difficult; (5) those who reported studying more in high school used more of the learning and study strategies; (6) students who reported using more of the strategies also perceived themselves to be more skillful and knowledgeable in the task of learning; and (7) there was no significant difference in strategy use by students who had attended rural as opposed to urban high schools. Eight references. (DB)