An input-output model for studying student outcomes is examined, along with the results of a longitudinal study using this approach. An Entering Student Survey was designed to measure characteristics of incoming students, including demographics, expectations, and aspirations. A Follow-up Survey measured outcomes that were relevant to the college's goals and objectives. Factor analysis resulted in 27 entering student variables, 41 college program and activity variables, and 17 outcome variables. The Follow-up Survey included variables for faculty-student interaction, student-student interaction, the amount of students' extracurricular activities, participation in the Freshman Seminar, student major, and living on campus. The outcomes concerned student satisfaction, perceptions of the college's contribution to intellectual development, personal goal development, self-image, and self-confidence. The study population was all fall 1979 entering students and all 1982 seniors (84 percent of the original sample). Stepwise multiple regressions and analysis of covariance of the outcomes and significant input and intervening variables were performed. In addition to examining the findings for specific variables, methodological concerns for addressing student outcomes are identified, along with three relevant research questions. (SW)