Trends in U.S. higher education, including the expansion toward and then withdrawal from the goal of universal educational opportunity, are examined. Problems are being experienced with regard to colleges and the commitment to flexibility in higher education, along with alternative education systems that operated parallel and complementary to the traditional one. Scarcity of resources has had attitudinal as well as programmatic effects. Enrollment declines, especially in private colleges, have led to increased student-faculty teaching ratios and reduced delivery of services. Faculty and staff morale and opportunities for professional renewal have suffered, as have student financial aid awards and programs that make individualization possible. Attention is directed to the effect on the principle of universal educational opportunity as college administrators and faculty members reorient themselves and their profession under new social conditions. As the different objectives and expectations are pursued by the community, state and federal governments, and college constituencies, the issues at stake are who wins the privilege of education, what kind of education is to be made available, and how much education is enough. Attention is also focused on living with future uncertainties and ways that higher education institutions may be more sensitive to and benefit from student need. It is suggested that given equal opportunity goals, colleges are dependent upon programs that individualize instruction. Recommendations for dealing with changing conditions are offered for specific groups: community groups, legislative bodies, college administrative staff, teaching faculty, and accrediting agencies. (SW)