The relatively neglected group of students who delayed entrance into college by one to three years following high school graduation is examined. The sample consisted of 11th grade students who participated in the Project Talent testing program and responded to follow-up questionnaires one year and five years after high school graduation. Data included the immediate post data of high school activities reported by subjects and scores on selected cognitive and noncognitive variables. Subjects were divided into three educational progress groups: (1) delayed college entrance, (2) normal progress, and (3) other education. Findings included the following: (1) a larger percentage of the delayed education group had married, had full time jobs or were in the military at the one year follow-up and (2) scores on cognitive and noncognitive variables for the delayed progress group were generally intermediate when compared with classmates in the normal progress and other education groups. It is suggested that it is detrimental to withhold educational opportunity from those who have the ability and motivation to profit from it, but that the delay might prove functional to those lacking the motivation at the time of high school graduation. (RM)