Using a typological schema derived from freshman survey data and other empirical measures, this study examines the link between students' traits upon entry to college and their college development outcomes in various areas as measured at the exit point. The findings indicate the typological schema is predictive of student outcomes in terms of self-reported gains and future plans, validating the definitions of student types to a significant extent. Also, the findings help institutional leaders reflect upon questions of alignment between institutional mission focus on the one hand and student interests and aptitudes on the other: How well do various aspects of our programs meet the distinctive needs of different kinds of students? Whom do we serve well, and whom less well, and in what ways? (Contains 9 tables and 1 figure.)