This study examined the intellectual development of black college students and investigated the relationship among students' intellectual development, their academic and social integration, and the noncognitive factors specified by Tracey and Sedlacek (1984). Subjects were 344 black undergraduate students at a large midwestern state university who provided background information and completed the Institutional Integration Scale (IIS), the Noncognitive Questionnaire (NCQ), and an Environmental Referent. A subsample of 146 students was also interviewed using the Reflective Judgment Interview (RJI). The major findings from the examination of class and gender differences on the IIS were the class differences found on the Peer Group Interactions scale and on the Social Integration scale, with seniors scoring somewhat higher than freshmen. Because of low internal consistency reliabilities on the NCQ, analyses could only be run on three of the eight scales. A class main effect was found only for the Knowledge Obtained in a Field scale. A gender main effect was obtained on the Successful Leadership Experience scale, with females scoring higher. Prior studies examining class differences have found that RJT scores increased with educational level; this pattern was repeated with this sample. These differences were not attributable to the academic or social integration nor to Tracey and Sedlacek's noncognitive factors. (NB)