Two hundred and six (206) first year college students from both structured and unstructured academic programs were administered Rotter's I.E. scale to measure the extent to which they see themselves as having control over their environments. Two reciprocal hypotheses were tested: (1) that the internally controlled student (who sees a relationship between his behavior and environment effect) would be most satisfied with and adjusted to an unstructured academic program where students are asked to control their own environment; and (2) that the externally controlled student (who does not perceive the relationship) will be most satisfied with and adjusted to a structured program where few demands are made that he control his environment. Student adjustment, satisfaction, and grades served as dependent measures. No interaction between I.E. and program structure was reported. Findings indicate: (1) all students were more satisfied in an unstructured academic program; (2) internally controlled students expressed greater satisfaction regardless of which program they were in; and (3) some unexplained sex differences occurred. (Author/TL)