This study sought to identify similarities and differences influencing students' self-perceived gains in communication and critical thinking skills. The study examined students' background characteristics and general college experiences, as well as their experiences in their major field of study. Structural equation modeling was used to examine the influence of disciplinary differences on self-perceived gains. The sample used for the study consisted of senior students (n=694) enrolled for the 1995-96 academic year at a midwestern research university. Students completed a self-report instrument designed to measure how college experiences influence educational success. The study found that contrary to expectations, students in multi-paradigm disciplines reported no greater gains in learning than students in single-paradigm disciplines. Also disappointing was the finding that advising had no substantial influence on any of the variables in the model. The study did find that student background characteristics implied distinct ways in which gender and academic aptitude were related to self-perceived gains. The study concludes that most important to student learning were high-quality experiences in the major and an environment conducive to academic and social integration. (Contains 42 references.) (CH)