The authors' approach to using pattern-centered analyses and longitudinal data addresses how configurations of personal and contextual factors forecast the educational achievement and attainments of different youth across adolescence. Here, they discuss various types of pattern-centered analyses and provide an empirical illustration of how these techniques and longitudinal data can be used to explore how various psychological, behavioral, and contextual factors assessed in early adolescence are probabilistically associated with college enrollment rates among adolescents who complete high school. (Contains 3 tables and 4 figures.)