The purpose of this chapter is to investigate the extent to which students' retrospective self-reported gains from high school are associated with college self-reported gains. As such, the chapter offers an empirical test of how accounting for one's predisposition to report educational impact changes estimates of the effects of college experiences on self-reported learning gains. In general, the findings of this study suggest three main conclusions for the institutional researcher estimating the impact of college on self-reported student learning using a cross-sectional design. First, including a measure of students' high school self-reported gains aids in properly estimating the impact of college on self-reported learning gains. Second, students' perception of institutional support is a powerful predictor in estimating college impact on self-reported student learning. Third, related to perceptions of institutional support, institutional satisfaction has a substantial relationship with how students report the influence of their college experience on their learning, particularly in self-reported gains of general education learning among the seniors in the sample. Thus it is important to include students' predisposition for reporting learning gains, and perceptions of institutional support and institutional satisfaction, in any model of college impact predicting self-reported student learning gains. (Contains 2 tables.)