The object of this study was to predict ego functioning in college among a group of successful high school graduates. Two hundred and seventy-one graduates of Phillips Exeter Academy who had been admitted to Harvard University during 4 consecutive years were studied. Three types of previously collected data were used: (1) teacher reports on the students, (2) family background information, and (3) Harvard data, including field of concentration and changes, academic performance, extracurricular activities, dropout information, disciplinary actions, and visits to the psychiatrist. This information was coded and analyzed. Analyses of variance showed that the Exeter teachers described differently students who succeeded academically, who dropped out, and who became psychiatric diagnostic groups. The teachers' reports also predicted academic performance almost as well as the combination of secondary school grades and scholastic aptitude tests. They predicted emotional problems and dropping out of college better than all the background variables combined. (AF)