This study quantitatively examines how students' cocurricular involvement in their first year of college relates to their pre-college attributes and perceptions of the role of cocurricular involvement on employability. We situate this study in Astin's (1984) theory of student involvement, Ajzen and Fishbein's (1980) theory of reasoned action, and Weidman's (1989) model of undergraduate socialization. We present descriptive statistics and then a series of regressions that formed our analysis. The results indicate that racial identity, gender, socioeconomic status, familial influence, and students' perceptions about the role of cocurricular involvement in their employability influenced students' involvement in cocurricular experiences.