Data from a survey of 318 upperclassmen in the College of Education at the University of Minnesota suggest that favorable images of the college environment are likely to result when students attain desired educational outcomes; hold conventional political views; do not want increased student participation in academic governance; and do not advocate change in higher education. Effects of interaction with faculty are inconsistent. With the exception of desired educational goals and self-concept, findings are similar for men and women. Increasing the level of student involvement with college faculty and peers is suggested as a means for making students' perceptions more favorable. (Author)