Understanding the developmental issues first-time college students face is critical for scholars and educators interested in learning and development. This purpose of this study was to investigate the differential impact of first-year college experiences on the moral reasoning development of 1,469 students in moral transition versus those in moral consolidation. Results demonstrated that developmental gains in moral reasoning varied as a function of students' moral phases; some students may be more developmentally ready to face and resolve the educational challenges that often characterize first-year programs and curricula, such as diversity courses. The results have implications for educators and moral psychologists.