The residential environment which universities establish should reinforce the values which are advocated by institutional goals and mission statements. It follows that students who live in residence should feel a sense of self-worth and self-efficacy relative to these goals and values. This study investigated the relationship between specific institutionally goal-oriented behaviors and values and student self-esteem and self-efficacy. College student subjects (N=70) living in the United States and abroad completed one measure of self-efficacy and two measures of self-esteem. Preliminary analyses of self-esteem and self-efficacy data from students in residence in the United States and Europe revealed few significant location effects. Thus, data sets were combined in order to investigate time and gender effects of residency living on self-esteem and self-efficacy related to behaviors, roles, and values based on institutional goals. The assumption is that student perceptions of their self-feelings provide an index of the stability of their self-esteem. On most of the measures students in this study reported lower post-experience levels of self-esteem and self-efficacy. This supports the relationship of life change events to lowered self-esteem. A positive interpretation suggests that this is an indication of maturation and increasing self-understanding and self-reflection, of greater insight into the complexities of individual and social development, and more realistic evaluation of one's present capabilities and attitudes. (LLL)