College psychotherapists and student development professionals need to better understand which students utilize available supports on campus, when positive outcomes are due to intervention effects versus participant self-selection, and whether supportive experiences have different effects depending on developmental differences among participants. This article reports on an ongoing research program investigating interventions for a diverse range of college clientele, including: first-year experience classes, peer mentoring for African Americans at predominantly White institutions, mandated counseling for at-risk financial aid students, adult distance learners, and women counseling clients with eating disorders. Findings from the ongoing research suggest three tentative themes: (1) support services tend to be most utilized by developmentally low-risk students; (2) participants tend to prefer programs providing high social support, versus self-directed, less engaging interventions; and (3) regarding intervention effects, interactions cause a "curvilinear relationship" between self-development, provision of support, and program outcomes. Counseling implications and directions for continued research are discussed. (Contains 1 table.)