This study attempted to determine the predictability of adult students' educational orientations and college environmental relationship perceptions according to their enrollment in three contrasting liberal arts baccalaureate degree programs. Additionally, it sought to determine if there was a positive relationship between selected educational orientations and college environmental perceptions of adult students at three contrasting liberal arts baccalaureate degree programs. A stratified random sample of 314 adult students from three contrasting liberal arts baccalaureate programs returned 177 (56.3%) usable responses to the data gathering instruments: the Student Orientation Survey; the College Environment scales of the College Student Experiences Inventory; and a demographic questionnaire. One-way analysis of variance, multiple range tests, t-tests, and Pearson coefficient of correlation were used to test the various hypotheses. The following findings were considered significant at the .05 level of confidence: 1. Linfield College's Off-Campus Degree (0CD) adult students achieved a significantly higher preparatory educational orientation than adults at Marylhurst's College for Lifelong Learning (LL); and LL adult students achieved a significantly higher exploratory educational orientation than OCD adult respondents. 2. OCD adult students achieved a significantly higher college environmental relationship perception than adult students from Oregon State University. Among the recommendations were: 1. that the findings have program planning, policy formation, and procedural implications for administrators and educators of adults in differing baccalaureate degree settings; 2. that further research should be done to determine whether the college environmental perception differences of adult students at the three programs accurately represent differences in actual program modes of operation and delivery services, or simply differences in adult student perception; 3. that administrators, program planners, and educators of adults in baccalaureate degree settings, should design and implement programs with consideration of the educational orientation preferences and col lege environmental relationship perceptions of adult students; and 4. that further research should be conducted to expand this investigation to a larger sample, and other forms of baccalaureate degree program variations to permit a finer classification and more accurate measure of adult student's educational orientations and perceptions of the college environment.