This study tested a newly developed model of the cognitive decision-making processes of senior high school students related to university entry. The model incorporated variables derived from motivation theory (i.e. expectancy-value theory and the theory of reasoned action), literature on cultural orientation and occupational considerations. A modified version of a psychometrically proven survey instrument was administered to 349 senior high school students attending three high schools in Sydney, Australia. Structural equation modelling was used to analyse the data. Among the findings was evidence that: (a) variables related to allocentrism and idiocentrism directly or indirectly predict the valuing of interest/enjoyment; (b) the valuing of interest/enjoyment predicts attitudes toward university entry; and (c) attitudes toward university entry predict intentions to enter university. The final model may provide a useful framework for the provision of guidance to adolescents contemplating the decision to enter university. (Contains 2 tables and 2 figures.)