The purpose of this study was to determine the contributions of student effort, campus environments and institutional culture to student learning in three types of institutions: small residential colleges; large residential universities; and universities located in metropolitan areas. Data sources were qualitative assessments of 13 campus cultures and a College Student Experience Questionnaires completed by 3,601 undergraduates (38% response rate) at these institutions. Among the findings was that student gains exhibited a linear dependence on the combination of student effort, environmental characteristics, and the institution's culture. In general, the more effort students devoted to learning activities, the more they learned. Patterns of student learning and development did not differ appreciably across institutional types. Institutional culture had more influence on student learning at large residential institutions than at small residential colleges and metropolitan universities. Appendices provide lists of College Student Experiences Questionnaire effort scales, environment scales, and estimate of gains scores. Contains 37 references. (Author/GLR)