A series of instruments measuring various aspects of motivation, self-esteem, academic preferences, expectations, and well-being were administered to 182 first-year students at the University of Windsor. Scores did not differ between OAC-level students entering university and those entering after Grade 12. Some gender differences were found, but the two entry-level groups showed few significant differences and tended to view their university experience quite similarly. The data suggest that the great concern over the possibly disadvantaged academic and social situation of the younger (Grade 12) students may have been exaggerated and misplaced. However, more evidence about the double cohort is required to assess possible level-of-entry differences that may emerge over the course of university.