The educational aspirations and graduate school plans of 404 undergraduates at two universities were studied. Separate analyses were conducted for the 190 males and the 214 females who attended either a large, rural, public institution or a smaller, urban, church-related college. It was found that both men's and women's aspirations rose between the freshman and senior years, although men's aspirations were higher at each time. Causal analysis of these patterns suggests that academic performance, parental supportiveness, and major department context played significant roles in the attainment-related outcomes of graduating college men, beyond the role played by the men's freshman year background characteristics. Among the graduating women, the roles of academic performance and the major department context were less significant than among the males, but the role of parental supportiveness was more significant. It is suggested that the large differences found for men and women argue strongly for greater attention to gender differences in post-college educational attainment processes. A model for the longitudinal study of impacts on undergraduates' educational aspirations and plans is also proposed. (Author/SW)