This report shows the results of a questionnaire on academic experiences, administered to students at four different colleges. Included in the term "academic experiences" are such factors as mental activities in class and in studying for class, the role of the teacher, motivation for studying, feelings about courses, and patterns of work. Two main implications from this study are: (1) different approaches to curriculum, teaching, and evaluation do make a substantial difference to the daily academic experiences of students, and (2) the relative wealth and quality of the plant, the number of advanced degrees held by the faculty, and administrative and faculty salaries do not significantly affect the mental activities carried on in or out of class, the roles and the behaviors of teachers, the reasons for study, the frequency of challenge, confidence, and interest, and the amount of time and effort invested in study. (JC)