This study was designed to validate Arthur Chickering's theory of student development, from both the perspective of assessing several of the vectors that Chickering described and by examining the factors that Chickering deemed important in affecting development along these vectors. Chickering proposed seven vectors of development for the typical college student: (1) developing competence, (2) managing emotions, (3) developing autonomy, (4) establishing identity, (5) developing mature interpersonal relationships, (6) clarifying purpose, and (7) developing integrity. This longitudinal study involved surveys of 242 members of the freshman class of 1995 at a small, selective, religiously affiliated college. It examined five influences on student development during the freshman year: living arrangements, environmental influences, peer experiences, faculty-student interactions, and extracurricular involvement. Findings validate much of Chickering's theory, as developmental change did occur and several of the variables (faculty student interactions, participation in activities, and peer interactions) had significant effects on several developmental measures. Implications of the study for student affairs and academic affairs practitioners are outlined. (Contains 36 references.) (JDD)