A conceptual model of undergraduate socialization is presented. The framework incorporates several elements of the models developed by Feldman (1972) and Hochbaum (1968), but combines these models in a different way and incorporates the more recent work of Astin (1978). Of particular concern is an examination of the complex covariation among (1) individual, group, and organizational sources of socializing influences; (2) interpersonal mechanisms transmitting those influences; and (3) resultant socialization outcomes in various college settings. The three-dimensional model of undergraduate socialization is diagrammed. The vertical dimension (object of influence) shows three types of personal orientations, both cognitive and affective, that may be subject to modification as a result of participation in an organizational setting. The first two aspects are knowledge and values, and values are viewed as predispositions toward, or preferences for, various personal ends or life goals. One of the most important life decisions influenced by college attendance is occupational choice. The horizontal dimensions (source of influence) contains three aspects of college environments that have the potential for modifying students' orientations (i.e., people, normative contexts, and curriculum). Reference group theory is useful for identifying potential sources of socializing influences. Mechanisms of socialization that constitute the third dimension of the model include impersonal exposure (i.e., the reading list) and primary social relationships. To illustrate the use of the conceptual framework, an example from earlier research (Weidman, 1974) is discussed. The study examined the effects of norms and primary social relationships among faculty and students in academic departments on changes in undergraduates' occupational values. (SW)