This exploratory study analyzed longitudinal data from 18 institutions to track the literacy development of 1,054 students during the first three years of college. Reading comprehension and attitude toward literacy activities were assessed at the beginning and end of the study. Students responded annually to questionnaires about college experiences and provided background data. Linear regression procedures were used to predict growth on the outcome measures. With potential confounding influences on literacy growth controlled, students of color made smaller reading comprehension gains than white students, and women made smaller improvements in literacy attitude than men. For the overall sample, growth in comprehension was predicted by credit hours completed, number of assigned books read, instruction perceived as effective, and the number of natural sciences and engineering courses taken. Number of assigned and unassigned books read and involvement in course learning and library experiences predicted improved attitude toward literacy activities. However, the major finding of the study was that the college-experience factors associated with literacy growth varied depending on students' race, sex, and levels of reading comprehension and attitude toward literacy activities prior to college.