Studies were conducted through the University System of Georgia to determine: if there were significant differences in the environmental presses of the eight institutions in the study; if there were significant differences in the personality needs of the special studies students; the degree of compatibility between the institutional environmental press and the personality needs of the special studies students; and if there were any significant associations between higher or lower achievement in reading, English, and mathematics of the special studies students in the various environmental presses. The theoretical framework centered around the personality theories of Henry Murray and John Holland. The population under investigation, the special studies students, did not qualify for regular admission to the institutions they were attending. The College Characteristics Index, Form 1158, was chosen to assess the evaluation of the environment; the Stern's Activities Index, Form 1158 (short form), was administered to the special studies students. The Comparative Guidance and Placement Test, a six part test published by the College Entrance Examination Board, was also administered. To obtain a valid environmental press assessment, the College Characteristics Index was administered to a representative stratified cross section of upperclass students at each institution. Among the conclusions were: that the eight institutions provide significantly different environmental presses for their student bodies; and that there were significant differences between the perceived personality needs of the special studies students. (SW)