This study was designed to serve several purposes: (1) to determine the level of logical thinking in first term college freshmen of both sexes; (2) to find if their level rose during the first year and especially if it increased as a result of brief intervention aimed at raising the level; and (3) to examine the relationship between logical thinking and selected academic performance variables. A random sample of 60 men and women was selected from among the freshmen of 2 undergraduate colleges at Rutgers University. Results of the study show that the insufficiently developed level of logical thinking of regularly admitted college freshmen puts them at a disadvantage to benefit optimally from higher education and to cope with life problems that require such thinking. The experience of the college freshman year does not have a material effect in raising the level of thinking. The brief intervention on a small sample did yield significant results that warrant further study, especially with longer-term intervention. (Author/HS)