This study explored perceptions of two-year public college students regarding their growth and preparation, in relation to areas of study, gender, cumulative grade point average (GPA), hours of current employment, and respondents' perceptions of goal attainment. The selected samples of students consisted of 6,655 students at 35 two-year public colleges in 16 states who were administered the ACT College Outcomes Survey. Results indicated that students perceive large differences in the importance of the 26 selected college outcomes examined in the study. Similarly, their reported progress at the college varied considerably among the 26 outcomes areas. In general, students' average "Importance Scale" ratings were somewhat higher than their "Progress Scale" ratings, suggesting that they felt a need to make additional progress toward achieving their goals. Large differences in the average progress and importance ratings were observed among various subgroups of students based on gender, area of study, GPA, and hours of employment. These findings suggest that many background and demographic factors influence students' perceptions of their goals and their progress toward achieving these goals. (Contains 32 references.) (JDD)