See what students say:


The University of Illinois' massive size means "opportunities, lots of classes, lots of student groups," and "an incredibly lively campus." "The research support is phenomenal on campus" and "there are a lot of resources to supplement your studies." Students find the university's "fantastic library system" and "phenomenal advisors" to be "such a benefit for research projects," and "countless on-campus resources such as the Career Center, Writers Workshop, Office of Minority Student Affairs, free tutoring services, and the Study Abroad Office" also support students' academic experiences. They praise their processors as "wonderful," "not just good at research but also instructing and mentoring," and "very approachable," and students thrive on the emphasis on experiences outside the classroom: "The field work (tons of field work) that they make us do really helped in getting used to the field." "Most professors here are devoted to teaching, not researching." Classes can be big—"As an underclassman, many classes I've taken have been with very large classes"— but "the professors are engaging and know how to keep a class of 700-plus entertained." U of I's programs in business and engineering have long been recognized as among the best, and one student says, "I liked the breadth of the engineering program and the opportunities associated with it." Even if you're not sure what you want to study yet, its undergrads feel that the university has "an amazing reputation and strong programs in many different majors, and that if I needed to change majors (which I ended up doing) I would still be getting a great degree."

Student Body

The diversity of the students here is astounding. Race, religion, major, you've got it all. Because in-state tuition is a major draw, "a majority of the students that you meet here will be from the Chicago suburbs," but the school also attracts "a wide variety of students from all across the world." "University of Illinois houses so many different types of students that the only way we are alike is our dedication to getting an education and our loyalty to UIUC." Undergrads feel that their peers "really know how to be academically successful," and shed state-school stereotypes like so many dirty socks: "It obviously takes a lot to get into this school so students aren't ready to throw it all away to sleep in every day." Social life changes as you find your "niche": "The typical student starts out going to a school of 40,000 students and are lucky if they know a handful of people. Within one week, life as that freshman student grows. There are so many opportunities to get involved on the floor of your residence hall, in organizations, in your classes, that it's hard not to make friends and close relationships."

Campus Life

In terms of location, "campus is located perfectly between Chicago, Indianapolis, and St. Louis, providing a unique atmosphere in town but close access to other urban areas for a change of pace." Students call social life "very exciting," and say, "The bars in downtown Champaign are great and super relaxed, plus there is an awesome music scene that most people don't expect from a college town." "People here like to party, but there are a lot of other fun things to do," whether it's "going to the Krannert Center to see plays or concerts" or the "movie theater and mall…on Saturday afternoons. ChampaignUrbana seems small to city kids, but to me it's the land of opportunity." Students relish the "nineteen-year-old bar age," and U of I also has "one of the largest Greek communities in the country." The combination of these facts does mean that "drinking culture is huge here" but "there's also tons to do beyond the bars." The range of social opportunities is nearly limitless: "There are 40,000 students, thousands of clubs, two gyms and several sport facilities, and array of establishments to explore on Green Street." As a whole, students report happily that "life is busy, but rewarding."


Acceptance Rate

SAT & ACT Test Scores

SAT Evidence-Based Reading and Writing
25th-75th percentile
(enrolled students)
580 - 690
SAT Math
25th-75th percentile
(enrolled students)
700 - 790
ACT Composite
25th-75th percentile (enrolled students)
26 - 32

Testing Policies

ACT Writing Policy
ACT with or without Writing accepted

SAT Essay Policy
SAT with or without Writing accepted


Early Action — November 1

Regular — December 1

Other Admission Factors


Rigor of Secondary School Record
Academic GPA

Selectivity Rating

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Faculty and Class Information

Total Faculty
with Terminal Degree


Most frequent class size
10 - 19
Most frequent lab / sub section size
20 - 29

Graduation Rates

Graduate in 4 years
Graduate in 5 years
Graduate in 6 years


Post-Bachelor's certificate
Post-Master's certificate

Career Services

On-Campus Job Interviews Available

Career Services

Alumni Network
Alumni Services
Interest Inventory
Regional Alumni
Opportunities at School


Notable Faculty

Prominent Alumni

Roger Ebert
Pulitzer Prize-Winning Film Critic

Jawed Karim and Steve Chen
Founders of YouTube

Ang Lee
Award-Winning Filmmaker

Nick Offerman

Doris Kelley Christopher
Founder of The Pampered Chef

Dick Butkus
NFL football hall of famer

Sheila Johnson
Co-founder of Black Entertainment Network

Academic Rating

Graduation Rates

Graduate in 4 years
Graduate in 5 years
Graduate in 6 years

Career Services

On-Campus Job Interviews Available

Career Services

Alumni Network
Alumni Services
Interest Inventory
Regional Alumni
Opportunities at School


ROI & Outcomes

Information from PayScale:

Starting Median Salary (Up to Bachelor's degree completed, only)

Mid-Career Median Salary (Up to Bachelor's degree completed, only)

Starting Median Salary (At least Bachelor's degree)

Mid-Career Median Salary (At least Bachelor's degree)

Percent High Job Meaning

Percent STEM

Students Say

The typical University of Illinois at Urbana-Champaign graduate has a starting salary of around $58,600, and 46 percent report that their job has a great deal of meaning. Students feel that “you can't get any better alumni networking and leadership opportunities than you do at UIUC.” Many students feel that “there are a lot of UIUC alumni in agencies” that they want to work for. Students applaud “the availability of highly regarded finance internships and full-time opportunities.” The Career Center at Illinois offers multiple job fairs for several different sorts of careers and majors as well as other excellent resources like the job board I-Link and drop-in career counseling.


Application Deadlines
Notification Date
Mar 10

Required Forms


Financial Aid Statistics

Average Freshman Total Need-Based Gift Aid

Average Undergraduate Total Need-Based Gift Aid

Average Need-Based Loan

Undergraduates who have borrowed through any loan program

Average amount of loan debt per graduate

Financial aid provided to international students

Expenses per Academic Year

Tuition (In-State)
Tuition (Out-of-State)
Required Fees
Average Cost for Books and Supplies

Tuition / Fees Vary by Year of Study
Board for Commuters
Transportation for Commuters

On-Campus Room and Board
Comprehensive Fee

Available Aid

Financial Aid Methodology

Scholarships and Grants


Need-Based College/University Scholarship or Grant Aid from Institutional Funds
Need-Based Federal Pell
Need-Based Private Scholarships
Need-Based SEOG
Need-Based State Scholarships
Need-Based United Negro College Fund

Institutional non-need-based scholarship or grant aid is available

Federal Direct Student Loan Programs
Direct PLUS Loans
Direct Subsidized Stafford Loans
Direct Unsubsidized Stafford Loans

Federal Family Education Loan Programs (FFEL)
College/university loans from institutional funds
Federal Perkins Loans

Is Institutional Employment Available (other than Federal Work Study)

Direct Lender

Financial Aid Rating


Student Body Profile

Total Undergraduate Enrollment
Foreign Countries Represented



45% female
55% male
14% are out of state
96% are full time
4% are part time


Campus Life

Undergrads living on campus
Help finding off-campus housing

First-Year Students living on campus

Campus Environment
Small Urban

Housing Options

Apartment Married
Disabled Student
Dorms Coed
Dorms Female
Frat Sorority
Theme Housing

Special Needs Admissions

Program / Service Name
Disability Resources and Educational Services (DRES)

Type of Program
For all students with disabilities

Pat Malik, Ph.D.

College Entrance Tests Required

Interview Required

Documentation Required for LD

Specific Learning Disability Students requesting accommodation on the basis of a specific learning disability must provide documentation from a professional who has undergone comprehensive training and has relevant experience in differential diagnosis of a full range of cognitive and psychiatric disabilities (e.g., a licensed clinical psychologist and/or neuropsychologist). A comprehensive assessment battery (not to be limited to an individualized education plan or 504 plan) and the resulting diagnostic report must contain the following items: A diagnostic interview—the interview must include a description of the presenting problem(s), developmental, medical, psycho-social, and employment histories, family history, and a discussion of comorbidity where indicated; An assessment—for the neurological or psychological evaluation to illustrate a substantial limitation to learning, the comprehensive assessment battery must contain the following domains: Aptitude/cognitive ability—an assessment of global intellectual functioning as measured by the Wechsler Adult Intelligence Scale-IV (WAIS-IV) with all subtests, standard scores, and index scores; Academic achievement—a comprehensive achievement battery (e.g., Woodcock-Johnson Psychoeducational Battery - III: Tests of Achievement), with subtest and standard scores, indicating current level of functioning in the academic areas of reading, math, oral and written language; and Information processing—a comprehensive battery (e.g., Woodcock-Johnson Psychoeducational Battery - III: Tests of Cognitive Abilities), with subtest and standard scores, which addresses the specific areas of short and long-term memory, sequential memory, auditory and visual perception, processing speed, executive functioning, and motor ability; A specific diagnosis which conforms to the criteria for the specific learning disability, as stated in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5); and A clinical summary which: Indicates the substantial limitations to major life activities posed by the specified learning disability; Describes the extent to which these limitations impact the academic context for which accommodations are being requested; Suggests how the specific effects of the learning disability may be accommodated; and States how the effects of the learning disability are mediated by the recommended accommodations. Testing must be current—within the past three years for a high school student and within the past five years for an adult.

Documentation Required for ADHD

Attention Deficit Hyperactivity Disorder Students requesting accommodations on the basis of attention deficit-hyperactivity disorder (ADHD) must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of psychiatric disorders (e.g., a licensed clinical psychologist, neuropsychologist, psychiatrist, or other relevantly trained specialist). The documentation must include: Evidence of early impairment—the condition must have been exhibited in childhood in more than one setting; Evidence of current impairment—a history of the individual's attentional symptoms and evidence of current impulsive/hyperactive or inattentive behaviors that significantly impair functioning in two or more settings must be provided; A diagnostic interview—the interview must contain self-report and third-party information pertaining to developmental history, family history of ADHD or other learning or psychological difficulties, relevant medical and medication history, a thorough academic history, and a review of prior psychoeducational test reports to determine whether a pattern of strengths or weaknesses is supportive of attention or learning problems; Evidence of alternative diagnoses or explanations being ruled out—the documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological and/or personality disorders that may confound the ADHD diagnosis; Neuropsychological or psychoeducational assessments as needed to determine the current impact of the disorder on the individual's ability to function in an academic setting—such data, if provided, should include subtest and standard scores; A specific psychological diagnosis as per the DSM-5; and A clinical summary which: Indicates the substantial limitations to major life activities posed by the disability; Describes the extent to which these limitations would impact the academic context for which accommodations are being requested; Suggests how the specific effects of the disability may be accommodated; and States how the effects of ADHD are mediated by the recommended accommodations.

Special Need Services Offered

Student Activities

Registered Student Organizations
Number of Honor Societies

Number of Social Sororities
Number of Religious Organizations

21% join a fraternity
27% join a sorority


Athletic Division
Division I

Men's Sports (Fighting Illini)
10 Sports

Cross Country
Track Field Indoor
Track Field Outdoor
Women's Sports (Fighting Illini)
12 Sports

Cross Country
Track Field Indoor
Track Field Outdoor

Student Services

Day Care
Womens Center
LGBT Support Groups
Minority Support Groups
Army ROTC Offered on-campus
Navy ROTC Offered on-campus
Air Force ROTC Offered on-campus


At the University of Illinois at Urbana-Champaign, sustainability permeates all facets of the culture. As a signatory to the ACUPCC, Illinois is committed to carbon neutrality by 2050. To date, the campus has already reduced energy use per square foot by 24 percent since FY08. The Energy Conservation Incentive Program is in its second year recognizing and incentivizing further reductions. Currently, all new buildings must meet LEED Gold standards, and the new Electrical and Computer Engineering Building is slated to be LEED Platinum—and net-zero energy. The school has also invested more than $100 million in building retrofits to ensure that the campus is more sustainable, uses less energy, and has less sprawl. At last count, 50 buildings at Illinois have been retro-commissioned, resulting in an average energy reduction of 28 percent per building. Other conservation efforts include a steam trap maintenance program, the installation of energy recovery wheels, the use of deferred maintenance program funds to purchase energy-related components, a water leak assessment and repair program, and LED exit sign installations. Due to the efforts of many individuals and departments, the total solid waste diversion rate is now 85.6 percent , this campus is a Bicycle Friendly University, and we plant native species whenever possible. Students at Illinois are very passionate about sustainability: Each student pays a fee for clean energy and for general campus sustainability. The Student Sustainability Committee manages the fee income (approximately $1.1 million annually) and funds sustainability projects on campus through a competitive proposal process.


Campus Security Report

Campus Security Report

The Jeanne Clery Act requires colleges and universities to disclose their security policies, keep a public crime log, publish an annual crime report and provide timely warnings to students and campus employees about a crime posing an immediate or ongoing threat to students and campus employees.

Please visit The Princeton Review’s page on campus safety for additional resources:

The Princeton Review publishes links directly to each school's Campus Security Reports where available. Applicants can also access all school-specific campus safety information using the Campus Safety and Security Data Analysis Cutting Tool provided by the Office of Postsecondary Education of the U.S. Department of Education:

Other Information

Campus-wide Internet Network

Fee for Network Use

Partnerships with Technology Companies

Personal computer included in tuition for each student

Discounts Available with Hardware Vendors

Dell, Apple, Sun Microsystems, HP

Campus Visits Contact

Debra L Willard
Assistant Director of Campus Visits

901 West Illinois Street
Urbana, IL 61801



Experience College Life

Campus Tours

Campus Visiting Center
Monday-Friday and select Saturdays

Campus Tours
Appointment Required: Yes
Dates: Year-round
Times: Mon-Fri 10 a.m. and 1 p.m. and select Saturdays
Average Length: 1 hour

On Campus Interview

Campus Interviews

Information Sessions
Not Available


Faculty and Coach Visits

Dates/Times Available

Contact Athletic Department

Advance Notice

Class Visits

Dates/Times Available
Academic Year

Contact Visiting Center

Overnight Dorm Stays

Overnight Dorm Stays
Not Available



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