For educators in the field of higher education and judicial affairs, issues are growing. Campus adjudicators must somehow maximize every opportunity for student education and development in the context of declining resources and increasing expectations of public accountability. Numbers of student misconduct cases, including matters of violence and personal safety, also seem to be expanding. We must better understand students' perceived impacts of campus conduct programs. This study examines college student perceptions of the formal university judicial process. The two research questions are: (1) What are students' perceptions of the judicial process, and, in particular, the judicial meeting with a designated administrator or a sanctioned judicial board? And, (2) What do students learn as a result of their experiences in the formal university judicial process? It is a qualitative, multiple case study which employed the Reflective Judgment Model (RJM) as a theoretical frame for understanding. Sources of data included: interviews, document analyses, observations, and field notes. Nine students participated from the two sites of Indiana University Bloomington and the University of Hawai'i at Manoa. Participants demonstrated typical policy issues related to alcohol, a negative impression of the judicial process, and a range of institutional policy violation types and decisions. A few unusual results also arose: a balance of genders, an interest in helping with the study beyond expectations, and participants being high academic achievers. Findings indicated that students at both sites knew that their behaviors violated campus policy, admitted fault, completed sanctions, and shared that they either had, or would likely soon, violate policies in the future; an alarming result. Specific findings were divided into expected and unexpected sections of perceptions, learning points, coping behaviors, and emotions. The findings have several implications for theory and practice. An inclusive model as well as theoretical frames such as the RJM that emphasized developmental growth along a continuum especially with students who tend to interact as individuals instead of community members, would aid practitioners. Student conduct programs must consider new efforts and alternative strategies for proactive and reactive response to student misconduct. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]