THIS STUDY WAS AN INVESTIGATION OF CRITICAL THINKING, ATTITUDES, AND VALUES AMONG COLLEGE STUDENTS, AND THE INTERRELATIONSHIP AMONG THESE FACTORS AND THE CHANGES TAKING PLACE IN THEM AS A RESULT OF EDUCATION. USABLE AND COMPLETE DATA WERE OBTAINED FROM APPROXIMATELY 2,700 FRESHMEN OF MICHIGAN STATE UNIVERSITY WITH A BATTERY OF TESTS AND QUESTIONNAIRES ON THE SUBJECTS IN RELATION TO SEX, CURRICULAR AND RELIGIOUS DIFFERENCES, WITHDRAWAL FROM OR CONTINUANCE IN COLLEGE. CHANGE OF MAJOR, ACADEMIC PERFORMANCE, AND SUCH SOCIOECONOMIC DIFFERENCES AS SIZE OF HOME, COMMUNITY, FATHER'S OCCUPATION, PARENTAL EDUCATION, AND BIRTHPLACE OF PARENTS. TO STUDY THE INTERRELATIONSHIP AMONG THE VARIOUS TEST MEASURES AND BETWEEN MEASURES USED AND ACADEMIC PERFORMANCE, PEARSON PRODUCT-MOMENT CORRELATIONS WERE COMPUTED. THE INITIAL PHASE OF THIS 4-YEAR STUDY HAS SHOWN THAT THERE ARE SIGNIFICANT DIFFERENCES IN ATTITUDES, VALUES, AND CRITICAL THINKING ABILITY AMONG THE STUDENTS WITH DIFFERENT SOCIOCULTURAL BACKGROUNDS, AND STUDENTS MAJORING IN DIFFERENT CURRICULUMS. THE ANALYSIS OF THE PRE- AND POST-TEST RESULTS REVEALED THAT OVER A PERIOD OF TIME THE STUDENTS BECOME LESS STEREOTYPIC, BETTER CRITICAL THINKERS, AND MORE EMERGENT IN THEIR VALUES. (GC)