Results of an evaluation of a college honors program are presented. Honors students at the State University of New York at Oswego were compared to four other student samples attending the same college: (1) nonhonors students matched on sex, major, and grade point average; (2) students who had dropped out of the honors program; (3) students invited to participate in the honors program but who declined the invitation; and (4) a random sample of general students. Questionnaires and academic protocols were administered to 114 students to provide information on demographic and academic characteristics of the samples; academic motivation, intellectual/cognitive development, moral development, and personality development. Results indicated that the honors program: (1) met the academic and institutional goals set forth in its mission statement; (2) served to stimulate intrinsic versus extrinsic motivational orientations toward achievement; and (3) has fostered an environment of active searching among potential choices or commitments in the development of personal identity. The results are discussed in terms of specific program recommendations and the general need for systematic evaluation of the growing number of programs designed for college-level gifted students. (Author/SW)