The purpose of this paper was to determine what educationally relevant differences exist, if any, between two groups of Black collegians--those who enter traditionally Black colleges and those who enter integrated ones. On the basis of data from the College Student Questionnaires (Part 1) and the Scholastic Aptitude Test (Verbal), Black students entering integrated institutions were found to have higher SAT-V scores, to be more independent, liberal and concerned with social injustice, and to aspire to more years of formal education. Many of the differences between the two groups, however, were found to be highly correlated with SAT scores. Thus, it would appear that to the extent integrated institutions are attracting the higher ability (as measured by the SAT) Black students, they are also attracting those with a quite different set of attitudes, background characteristics, and orientations toward college. In view of recent efforts on the part of integrated institutions to attract Black students, such facts are important to recognize and consider, for the practice of focusing on students with higher SAT scores is also bringing about a redistribution of behavior styles and personality characteristics that contributes critically to campus environments.