Intercollegiate athletics is firmly entrenched in Bowen and Levin’s concept of the teaching-learning environment. They acknowledge that it is an aspect of college life that is not going anywhere; nor should it, as it provides a rich extracurricular experience to many of those who participate in it. The authors correctly identify that the factors influencing college sports represent each realm of the teaching-learning environment: individual, organizational, and societal. The inputs in their analysis are both individual and organizational, including the individual academic and demographic characteristics of students as well as organizational characteristics such as recruitment. The belief that emerges is that there are underlying organizational and societal values that contribute to the underperformance of athletes, particularly those who are recruited. The authors suggest that the teaching-learning environment surrounding athletics would be improved with stronger leadership from college presidents and better coordination of academic and athletic goals. The principles of the University Athletic Association embody this vision: “First, athletics is integral to the overall educational process of the institution and should be conducted in a manner consistent with the institution’s central academic mission. Second, student athletes shall be measured against the same standards as other students in admissions, financial aid, and academic programs. Third, the chief executive officer at each university shall be ultimately responsible for the control of athletics at each institution” (Bowen, p. 35). The founding principles of the NESCAC are similarly articulated, though it becomes clear through the admissions and achievement gaps established in the research that the conference falls short in meeting its goals.