This study examined college activities and environmental factors associated with the acquisition of continuous learning skills, looking at where students who report the greatest gains in continuous learning devote the most time and energy and at the student and institutional characteristics associated with above-average gains in the capacity for continuous learning. The sample for this study was composed of 17,541 college seniors attending four-year institutions who completed the College Student Experiences Questionnaire between 1994 and 1997. Four tentative conclusions were reached: (1) as a group, college seniors reported making substantial progress in areas important to continuous learning; (2) certain college activities and environmental factors appear to be important, including amount of effort students devote to classroom activities, amount of effort devoted to science and technology, and an institutional environment valuing critical, evaluative, and analytical performance; (3) gender differences suggest that men benefit most from peer engagement, while for women, involvement in athletic and recreational activities is important; and (4) some activities, such as participation in formal extracurricular activities, appear to contribute little to continuous learning competencies and skills. Nine tables summarize regression data. The questionnaire is appended. (Contains 36 references.) (CH)