THE OBJECT OF THIS STUDY WAS TO DISCOVER WHAT CHANGES, IF ANY, OCCUR IN THE ATTITUDES, VALUES, AND ORIENTATIONS TO LIFE OF AMERICAN YOUTH AS THEY PROCEED THROUGH THE FOUR-YEAR COLLEGE EXPERIENCE. THE TARGET POPULATION WAS 183 MEMBERS OF THE 1960-61 FRESHMEN CLASS OF A SMALL MENNONITE LIBERAL ARTS COLLEGE IN A MIDWESTERN STATE. THE CONCEPTUAL AND OPERATIONAL MODEL FOR NORMS DEVELOPED BY JACKSON IN 1960 (USED TO DESCRIBE AND MEASURE CHARACTERISTICS OF, AND CHANGES IN, THE NORMS FOR NINE SELECTED TYPES OF BEHAVIOR, EACH CONCEIVED AS A SEPARATE DIMENSION) WAS ADMINISTERED TO THESE STUDENTS FIVE TIMES OVER A FOUR-YEAR PERIOD. THE FOLLOWING CONCLUSIONS ARE BASED ON THE RESPONSES OF THE 26 MALE AND THE 17 FEMALE STUDENTS WHO TOOK PART IN ALL PHASES OF THE STUDY--(1) THE IDEAL OR MOST PREFERRED BEHAVIOR WAS HIGHLY STABLE OVER THE COURSE OF THE STUDY, (2) INTENSITY OF FEELING ABOUT ALL BEHAVIOR DECREASED IN A STEP-WISE FASHION DURING THE STUDY, THE SINGLE PERIOD OF GREATEST CHANGE BEING THE FIRST THREE MONTHS OF THE FRESHMAN YEAR, (3) PRE-ACQUAINTANCE NORMATIVE SIMILARITY RELATED SIGNIFICANTLY TO SUBSEQUENT INFORMAL INTERPERSONAL ASSOCIATIONS, AND (4) STUDENTS WHO REMAINED THROUGH THE JUNIOR YEAR WERE LESS DIVERGENT FROM THE MEAN RESPONSES OF THE TOTAL GROUP AT THE BEGINNING OF THE FRESHMAN YEAR THAN THOSE STUDENTS WHO LEFT BEFORE COMPLETING THEIR JUNIOR YEAR. (RD)