The study examined the ways in which status cultures and organizational environments influence high school students' college decision-making. Interviews were conducted with 12 white female high school seniors from four northern California high schools (a low socio-economic status(SES)/low organization public school, a low-SES/high organization Catholic school; a high-SES/low organization public school; and a high-SES/high organization private preparatory school) as well as with their best friends, parents, and counselors. The study analyzed the four schools' total resources devoted to college preparation; the structure, goals, and objectives underpinning the college guidance program; and the assumed knowledge of students participating in college planning. Findings revealed that the pressure on college-bound students is more pronounced at suburban public high schools and the private college preparatory school than others, and that school context played a significant role in shaping students' college choice. Most students applied to colleges that matched some aspect of their current habitus: colleges with the same supportive environment as their high school, or colleges consistent with their own personal values or personalities. (27 references) (LPT)