Women who enrolled in college during their middle-aged years (between ages 30 and 49) were studied. Attention was directed to: the relationship between returning to school and critical developmental issues; the influence of educational experience on understanding such issues; and the stress factors experienced by mid-life university women. Theories and research findings regarding mid-life development, women returning to the university, and mental health issues are discussed. The sample consisted of 74 women, 80 percent of whom were between 30 and 39 years old. A self-report inventory, which is appended, was administered to the women to determine sociodemographic data, educational experiences and aspirations, social support systems and satisfaction with friends and family, health and mental health, developmental issues, and concerns and acceptance regarding death. Projective measures that were administered included Life Tasks Assessment, the Thematic Apperception Test, and Sentence Completion. Multivariate analyses were employed to assess educational, mental health, and developmental variables. Findings are included on: obstacles in preparing for school, feelings about returning to school, life style characteristics, experience of mental health symptoms, and developmental concerns. (SW)