Given the high rate at which students report participation in cocurricular group experiences during college, it becomes critical to have a clear understanding of how these experiences related to both one another and educational outcomes. Existing research examined specific types of group experiences or simple involvement in general, failing to capture the complex patterns of involvement that evolve across the collegiate experience. This gap contributed to difficulties in accurately assessing the relative impact of patterns of involvement on educational outcomes. This article synthesizes the findings of a recent study that resulted in the creation of an empirical taxonomy classifying college students based on their patterns of involvement across twenty-one types of cocurricular group experiences. The study served as a direct response to Kuh's (1995) call for an increase in research on student subcultures and the link between behaviors and characteristics associated with these cultures and educational outcomes. The results also highlight the relationship between each of the patterns of involvement and educational outcomes associated with leadership development. Finally, the article offers insights for applying the taxonomy in institutional research and as a means to better understand the experiences of students at college. (Contains 2 tables.)