This study provides a quantitative approach to analyzing college students' levels of self-actualization. Specifically, it addresses the distinction between students from non-rural and rural hometowns relative to their level of self-actualization. Students from five public state schools, in one Midwestern state, were surveyed.

Self-actualization plays a key role in creating and developing the holistic concept of student development. These concepts may assist in explaining needs, goals and developmental challenges of college students. Throughout the college years, students may ask themselves many questions, one in particular "who am I?" Striving for self-actualization assists in answering this question.

Developmental changes, at a crucial time in a student's identity, occur in all types of students, regardless of their background. This study focused on the development of students from the freshman to senior year. Development, not related to physical characteristics, but to maturity, social interaction skills, and the capability to better understand the self, is also known as self-actualization. This study also investigated how a student's hometown played a role in his or her self-actualization. It can be suggested that whether a student comes from a metropolitan or non-metropolitan area is a significant factor in whether or not a student dropped out, transferred or remained at the same institution. At the same time, adjusting to college, once on campus, has shown to be affected by a student's hometown.

Findings on hometowns and students' levels of self-actualization revealed that there is no difference between students from rural and non-rural hometowns on self-actualization. Results did suggest differences for gender, year in school and race on self-actualization. The need for further research is addressed.