Wisdom, as a form of cognitive functioning, includes different types of knowledge and values, and it seems that increasing the knowledge about the world and different experiences may facilitate their development. School system usually pays more attention to accumulation of knowledge, but little related to wisdom. In this study wisdom related-knowledge was explored in a sample of 63 university students. Two judges independently evaluated all the obtained responses regarding four life-situation problems (suicide, family, life planning and career) with five wisdom-related criteria. Results showed that in different life-situations students employed various criteria of wisdom to different extent: the most employed wisdom criterion was factual knowledge, followed by the procedural knowledge and lifespan contextualism, while value relativism and recognition of uncertainty occurred rarely. [For the complete Volume 14, Number 2 proceedings, see ED568089.]