This study investigated the contributions of entering characteristics and college experiences on student satisfaction and degree completion using the input-environment-outcome assessment model developed by A. W. Astin (1995). A total of 594 college students who had started college about 5 years previously completed a survey about their college experiences. Data from this survey was merged with data provided by the students at the time they began college. It was found that students who spent more hours commuting tended to spend fewer hours per week studying and doing homework. Students who spent more hours per week studying and doing homework and who worked on a group project in class were more likely to be satisfied with their overall instruction in college. It was also found that students with higher high school grade point averages tended to have higher self-ratings of their overall academic ability and higher expectations of graduating with honors. Students with higher high school grades, higher self-ratings of their academic ability, and greater expectations of graduating with honors were more likely to earn a bachelor's degree and to be satisfied with their college experience. (Contains 31 references.) (MDM)