The intellectual development of black college students on a predominantly white campus was examined using the Reflective Judgment model of post-adolescent intellectual development. The model posits a seven-stage sequence of changes in assumptions about the sources of certainty of knowledge, and shows how these assumptions affect the ways adults justify their beliefs. The study examined relationships among students' intellectual development, academic and social integration, specified noncognitive factors, and background characteristics (e.g. high school grade point average and class rank, family income, and socioeconomic status). The study was conducted at a large midwestern state university with a 3% black student population. Participants (N=344) completed a 4-part survey consisting of a section on background information, the Institutional Integration Scale (measuring social and academic integration), the Noncognitive Questionnaire (covering a variety of attitudinal and background areas), and a Reflective Judgment Interview (which presents dilemmas from different intellectual domains). Results indicated factors associated with students' perceptions of the learning environment (e.g. degree of comfort, willingness to take intellectual risks, and feelings of belonging) affect their intellectual development. No systematic pattern of relationships was found between or among the three test instruments. Tables are included. Contains 41 references. (SM)