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Students' vision and the visual environments of their studyplaces may contribute to extended time in remediation, an inability to declare a major, discouragement, and abandonment of higher education. This investigation examined the relationship between light sensitivity, task behavior, visual processing, and attention and the differences in the vision condition of college students enrolled in Developmental Education Mathematics by gender, ethnicity, and age without use of sophisticated ergonomic or optometric instruments. Research instruments were the Cognitive Processing Inventory (Crouse, 1999) and the Self-Test for Vision Ergonomics, an investigator-designed questionnaire. From a population of sixteen classes eight classes were randomly selected. The total sample size from the 8 selected classes was 232 students. Pearson Product Moment Coefficient, the One-Way Analysis of Variance and the Scheffé Test of Measure were used for statistical analysis. Statistically significant were light sensitivity and task behavior (r=.795, df=146, p <.001); task behavior and visual processing (r=185, df=146, p <.05); task behavior and attention (r=.256, df=146, p <.01); and difference in the total vision condition by age (F=6.774, df=3/144, p <.001). Among the conclusions drawn were these: Light sensitivity and task behavior are positively related; light sensitivity, visual processing and attention are not significantly related; task behavior, visual processing and attention are significantly related. There were no differences in the total vision condition of students when examined by gender. However, there were differences when examined by age. Recommendations for future study were suggested to include the routine use of the Self-Test for Vision Ergonomics, or a comparable instrument, as a vision screening device; the inclusion of studyplace vision modifications in the transition to college course curriculum, and the development of staff development sessions that are focused on teaching professors how to modify studyplace visual environments for enhanced teaching and study efficiency.