Measures used at the Division of Developmental Studies at the University of Georgia in constructing a student profile (specifically, of high-risk college freshmen) are discussed. The areas measured concern: goals; learning styles; career exploration; stress and academic anxiety; developmental tasks; and locus of control. The goals checklist assesses the freshmen's reasons for pursuing a college/university education and for selecting the University of Georgia. One or more instruments of learning style are also administered early in the first quarter of the college semester. These include: (1) a Myers-Briggs Type Indicator; (2) the James and Galbraith Learning Styles Inventory; and (3) the Kolb Learning Styles Inventory. Career exploration is undertaken with the Self-Directed Search or similar instrument. Several instruments are used to assist in identifying sources of stress, including the: (1) Developmental Inventory of Sources of Stress; (2) Spielberger Test Attitude Inventory; (3) Mathematics Anxiety Rating Scale; (4) Fennema-Sherman Mathematics Attitude Scales; and (5) sentence completion questionnaires. A developmental tasks inventory and the Rotter Internal-External Locus of Control Inventory are also given. Other academic variables, such as past performance, are included. Sample data on each of the profile sections are tabulated. (SLD)