The findings of this study show wide variation in the learning patterns of college students in the academic environments of Holland's theory and, more importantly, that such variability differs based on the level of "consistency" or "inconsistency" of the environments. Differences in the learning patterns of students in "consistent" academic environments tend to be more in alignment with the premises of Holland's theory than those of students in "inconsistent" environments. Implications of these findings for future research using Holland's theory to understand longitudinal patterns of change and stability in the attitudes, interests, and abilities of college students are discussed, and attention is devoted to policy development and practical implications for academic advisors, career counselors, campus leaders, and governmental and accrediting officials.