This research study reports the results of an attempt to build a model of individual differences in undergraduate student development based on factor analysis of a wide range of students' beliefs and behaviors. An 127-item inventory named the Dakota Inventory of Student Orientations was administered to 738 male and female undergraduate students in general education courses at a major midwestern university. Responses were rated on a four-level Likert scale, and four factors that accounted for 45 percent of the variance were identified: achieving-social; creative-reflective; competitive, and foreclosed. Preliminary validation involved 117 students using a 52-item inventory. Regression analysis against seven scales of the College Student Experience Questionnaire and the Inventory of Learning Processes supported the initial findings. The Dakota Inventory of Student Orientations is presently being used to design supportive programs and as a teaching paradigm at the University of South Dakota. Seven tables present sample items, factor loadings, and correlations. (Contains 23 references.) (BF)