This final report describes a study which examined how new college students become aware of and involved in the academic and non-academic "learning communities" of the campus; specifically the report examined the social, academic and administrative mechanisms and processes through which students become involved in academic and social systems; important people who facilitate or impede the transition from high school or work to college; significant experiences affecting the outcome of this transition; and variations between individual students. The research used a cross-sectional, focus-group interview research design. Data were gathered in groups varying in size from one to eight students at four very different types of institution ranging from a relatively new community college to a large, predominantly white, residential, research university. A total of 36 group interviews were held with 132 students. Results suggested that the transition is complex and varies according to several factors: (1) college is an expected step in the life trajectory for many middle class students but not for many non-traditional students; (2) high school friends can be a bridge to full college adjustment or a complicating factor if they are not also attending college; (3) students' families can be a supportive asset or a source of stress as a student's relations with his/her family change; and (4) various types of "validation experiences" were key for all students to feeling deserving of a place in college. Appendixes contain correspondence to participating institutions, a consent form, and interview protocol. Includes 24 references. (JB)