This study explored the usability of learning stage data using the M. B. Baxter Magolda (1992) model for identifying and understanding differences among students and their perceptions of their academic experience at a midsize public community college. The study sought to: identify a dominant learning stage (either absolute, transitional, or independent) for each student; investigate relationships between this stage and demographic variables including, gender, age, placement in English as a Second Language (ESL) courses and curriculum; evaluate students' satisfaction levels; and demonstrate application to specific counseling situations. Students were surveyed with a questionnaire; responses (N=721) were subjected to factor analysis. Findings indicated: (1) older students were characterized by more schooling and experiential learning; (2) students for whom English was a second language were most likely to be in the absolute, or first, learning stage; (3) no significant differences in dominant learning stage were attributable to curriculum; and (4) students expressed an overall satisfaction with the college. Results suggest that knowledge of students' dominant learning stage might be useful in the process of curriculum planning or support services. (Contains 8 tables of survey results and 12 references.) (CK)