The increased college attendance of mature women students has played a major role in the changing demographics of college enrollment. This study examined the experience of reentry women during the initial period of adjustment from the time just prior to college entrance to the end of their first or second academic year. A pre- and post-test academic longitudinal design was used to document the early transition experience of adult women (N=61) entering or returning to college. Measures used included the Identity Status Interview, the California Q-set, and the Tennessee Self Concept Scale. The results revealed that, although the subjects were in a transition that required adapting to a new role and incorporating that role into established patterns of work and family life, they exhibited relative stability in their identity status classifications. Changes occurring during the initial year of transition took place mainly in the vocational and spouse content areas and, for the most part, appeared to be progressive. Stability was more evident during the second year. An exploratory analysis was undertaken to examine how women who shifted in status classification might differ from women who did not change. Compared to changers, non-changers tended to be older, had higher self-esteem scores, and had lower scores on the Neuroticism factor of the California Q-set and higher scores on the Extraversion factor. (NB)