The effect of student-faculty interaction on student outcomes after four years was examined within the context of a causal model adapted from a general college impact model. This model includes three sets of variables: students' background characteristics, four aspects of student-faculty interaction, and four categopies of outcomes. The four outcome categories were personal/social, intellectual, academic achievement, and satisfaction with education. Of the 2,830 entering fall 1975 freshmen at the University of Colorado who completed a freshman questionnaire, 480 were administered a graduating students' survey four years later. A number of items on the instruments were combined into scales that would measure one expectation variable, four student-faculty interaction variables, and nine outcome variables. Factor analysis was used. The results provided support for the importance of the impact of student-facutly interaction. Interaction that was characterized as friendly had the greater impact on these student outcomes, and the frequency of friendly student-faculty interaction had a positive effect on overall satisfaction with the college experience. The outcomes that were most affected were the intellectual outcomes, as opposed to personal/social outcomes. Liberal arts students had greater frequencies of friendly interaction with faculty than professional program students; and professional program students had greater frequencies of formal interaction with faculty than liberal arts students. A bibliography is appended. (SW)