Although institutional characteristics are assumed to influence student learning and intellectual development, this link has not been empirically confirmed. This study examined whether institutional mission, represented by Carnegie classification, is related to student learning and development. Participants were a stratified random sample of 1,500 undergraduates from across the United States. Strata were the six dominant Carnegie classifications for four-year colleges and universities. After controlling for student background characteristics, no meaningful differences were found in students perceptions of the college environment, levels of academic and social involvement, integration of information, or educational outcomes by Carnegie classification. (Contains 2 figures, 2 tables, and 50 references.) (Author/SLD)