The purpose of this Research Full Paper is to investigate the role of pre-college characteristics, resources, and experiences in shaping engineering students’ experiences in college. Previous research has shown that students’ pre-college characteristics (e.g., socioeconomic indicators, race/ethnicity, gender) inform their experiences in college, as well as their academic and social outcomes. For example, research suggests that students from low-socioeconomic status (SES) backgrounds participate in co-curricular activities at lower rates than their high-SES counterparts. In this study, we hypothesize that precollege characteristics (e.g., race, gender, legacy status), resources (e.g., access to college counselors or private tutors), and experiences (e.g., participation in pre-college engineering programs) combine to inform how students are socialized into college broadly, and into engineering specifically. Using survey data collected from 998 undergraduate engineering students, we conducted a set of nested multiple regression models to investigate the relationships between students’ pre-college characteristics and both their college experiences and outcomes. Results offer some support for our hypotheses that some precollege characteristics, resources, and experiences, such as gender and college course taking in high school, are significant predictors of undergraduate engineering students’ college experiences, such as students’ general socializing experiences and feedback seeking behaviors. However counterintuitive findings suggest a need to further investigate how some characteristics, resources, and experiences inform students’ experiences and outcomes in college.