A number of earlier studies provided direct or indirect evidence of relationships between the general principle of cognitive organization conceptualized as cognitive styles and intellectual functioning as well as various personality variables. The present investigation was undertaken in an attempt to explore the nature and extent of relationships between four cognitive style measures and eight academic areas in college, assuming that differences among students in different academic areas would manifest themselves in both cognitive styles and characteristic patterns of personal and intellectual functioning. Four cognitive styles such as field-dependence, leveling-sharpening, constricted-flexible control, and equivalence range were taken as major variables and were assessed by the measures employed in the previous studies and modified to meet a specific need of the present study. Those measures were the Embedded Figures Test (EFT), the Schematizing Test (SMT), the Color Word Test (CWT), and the Object Sorting Test (OST). The other independent variables selected for the study were vocational preference as measured by the Kuder Preference Record, Vocational Form C, and biographical data including vocational identification and the status of satisfaction within academic areas collected by a specially prepared questionnaire. The sample consisted of 141 college students drawn from the eight academic major areas in Nashville University Center. The academic areas were social science, natural science, humanities, engineering, elementary teaching, music, social service, and library science. Each subject was given a battery of four-cognitive style measures, the Kuder Preference Record, and the personal data blank. The measures were administered in groups of not more than 10 subjects. Multiple discriminant, analysis was applied to explore possible relationships between the cognitive style measures and the eight major areas and nine Kuder vocational interest categories. An analysis of group mean differences was undertaken on the basis of extracted group centroids and standard deviations along the discriminant axes in order to locate the significant group differences. Several general observations seemed warranted on the basis of the data from this study. They were: 1. There was a significant relationship between the measures of cognitive style and academic major areas in college. Both F and χ² approximations of discriminant analysis yielded significant results, thus indicating that the cognitive style measures were able to discriminate significantly among eight major areas groups. 2. Two discriminant functions emerged from the analysis. The first discriminant function placed more weight on CWT and SMT. The second discriminant function placed greatest weight on EFT. The OST, however, did not contribute to either function. The results suggested that OST was not a critical variable among cognitive style measures in discriminating academic major area group. 3. Multiple discriminant analysis, intended to discriminate nine Kuder vocational interest groups on the basis of cognitive style measures, did not yield the desired significant results. Therefore, a relationship between cognitive styles and the vocational interests of college students was not substantiated. 4. Analysis of group mean differences gengrally revealed that students in the humanities, music, and social science exhibited similar cognitive style patterns but those in the other academic areas deviated in one or another from this cluster and from each other. 5. A relationship between cognitive style measures and vocational identification or commitment was not substantiated. The correlation between vocational commitment index and each of the cognitive style measures was not statistically significant. 6. Reliability estimates of four cognitive style measures yielded substantially high reliability coefficients. The estimated reliabilities were .854 for CWT, .841 for OST, .892