With statistical controls for confounding influences, including precollege learning orientations, attendance at a two-year versus four-year college had modest but significant positive effects on student growth in first- and second-year Openness to Diversity, second-year Learning for Self-Understanding, and first-year Internal Locus of Attribution for Academic Success. The generally positive impacts of two-year college attendance varied for such characteristics as race, sex, socioeconomic background, academic ability, and English fluency. (EV)