A COMPARISON OF THE CHARACTERISTICS OF 13 COLLEGES SHOWS THAT THESE DIMENSIONS ARE IMPORTANT--CURRICULUM ORGANIZATION, RELIGIOUS EMPHASIS, PATTERNS OF REGULATION AND SUPERVISION, STUDENT FACULTY RELATIONSHIPS, AND SENSE OF COMMUNITY AND INSTITUTIONAL OBJECTIVES. THE GUIDE FOR COLLEGE VISITS AND REPORTING WAS USED FOR DATA COLLECTION. A DESCRIPTION OF THE VARIOUS COLLEGE DIFFERENCES WITHIN EACH DIMENSION, AND A CLUSTER ANALYSIS OF THE DIMENSIONS OF DIVERSITY FOR ALL THE COLLEGES ARE PRESENTED. ALL STUDENTS ENTERING THE 13 COLLEGES IN 1965 COMPLETED THE OMNIBUS PERSONALITY INVENTORY. THERE ARE SHARP AND SIGNIFICANT DIFFERENCES IN THE CHARACTERISTICS OF STUDENTS. AN EXAMINATION OF THE RELATIONSHIPS BETWEEN INSTITUTIONAL CHARACTERISTICS AND STUDENT PERSONALITY ILLUSTRATES A HIGH DEGREE OF CONGRUENCE. MAJOR QUESTIONS RAISED BY PROJECT RESULTS CENTER ABOUT THE RELATIONSHIPS BETWEEN THE PATTERNS OF CURRICULUM ORGANIZATION AND THE DEVELOPMENT OF MENTAL HEALTH, IMPLICATIONS FOR THE DEVELOPMENT OF MENTAL HEALTH WHEN CHARACTERISTICS OF STUDENTS AND FACULTY MEMBERS ARE SIMILAR, AND IMPLICATIONS FOR MENTAL HEALTH OF THE RELATIONSHIPS BETWEEN INDIVIDUAL STUDENT BEHAVIOR AND INSTITUTIONAL REGULATION AND SUPERVISION. THIS PAPER WAS PREPARED FOR THE ANNUAL MEETING OF THE MENTAL HEALTH SECTION OF THE AMERICAN COLLEGE HEALTH ASSOCIATION, MAY 3, 1966. (PS)