This study sought to probe the contention that curricular specialization in higher education produces a polarization between the scientific and humanistic cultures. Two randomly selected panels of men enrolled at 25 universities were identified from student directories, and followed by mail surveys during three successive summers. Results were analyzed for 1,858 men who responded to all three surveys. Panels were selected so that during the longitudinal study Panel A members received increasing exposures to chosen major fields of study, while Panel B members received steady (or diminishing) exposures to such major fields. In a quasi-experimental design, changes in student attitudes and in perceived characteristics of peers and teachers were related to temporal variations in the degree of exposure to major fields of study. Predictions concerning differential accentuation of initial major field differences were generally unconfirmed for the attitudes measures, thus failing to replicate the results previously reported by Feldman and Newcomb. Implications for interpreting the impacts of major fields of study upon attitudes and values are discussed. A 31-item bibliography and appendices of research material are included. (Author)