This study examines whether students' age and/or gender impact their preferences for instructional practices thought to improve learning, and their preparation for college and performance in college. Students were asked which of 38 instructional practices they preferred, how often they experienced each practice, and how well prepared they felt in a variety of academic and nonacademic areas related to college success. The survey, which focused on reading, writing, math and other quantitative subjects, lectures, examinations, and other classroom activities, was given to a random sample (n=474) of undergraduate students at a metropolitan university; the response rate was 43 percent. In general, the strongest preferences were for the following practices: providing clear directions, with specific feedback, for writing assignments; feedback on why test answers were right or wrong; return of written assignments within a reasonable time; and explanations of how writing assignments would be evaluated. The survey shows that these preferred practices are frequently absent from the classroom. In terms of direct instruction and self-perceptions, older students differ very little from younger students. In the area of instructional preferences, there were differences for age, but not for gender. There were few differences in students' perceptions of their ability to handle the demands of college. (Contains 24 references.) (RH)