There is a long history of measuring and analyzing how adults use time (Becker, 1965) because the amount of time spent in a given activity context (i.e., schoolwork, labor, leisure, etc.) is associated with a distinct set of socialization experiences. Student athletes who spent most of their time in playing competitive sports setting at college level encounter a different set of socialization experience than non-athletes who spend more of their time in studying or in socializing settings. Thus, the purpose of this study was to examine college student athletes' daily time use patterns. Research question was how student athletes' time is distributed across different activity contexts? Seventy eight undergraduate students at a university located in large urban areas participated in this study. The sample consisted of 42 student athletes and 36 non-athlete students. Participants ranged in age from 20 to 25 with a mean age of 22.5 years. All of the participants were male and 35% were freshmen, 36% were sophomore, 23 % were juniors and 6% were seniors. Time use patterns were measured using the Experience Sampling Method (ESM). Participants carried a signaling device programmed to signal 7 times a day for a week at random. They also carried a small booklet of self-report forms and completed self-report forms when signaled over the course of one week. The ESM self-reported form contained open-ended questions, such as “What were you doing just before you were signaled?” Responses to this question were categorized into five broad categories of activities modified from Csikszentmihaly and Larson (1984): schoolwork (i.e., classwork, homework), discretionary activities (i.e., socializing, leisure), maintenance activities (i.e., eating, resting), sport activities (drill or practice related to sport), and other activities. Results of this study showed that student athletes spent 6.4% of their waking hours in schoolwork, 40% in discretionary activities, 31.4% in maintenance activities, 16% in sport, and 6.2% in other activities. Non-athlete student spent 22.8% in school work, 26.8% in discretionary activities, 34% in maintenance, 6.4% in sport, and 10% in other activities. Participants also reported their emotional state at each ESM self-report on a scale of affect. Both student athletes and non-athletes experienced more positive affect and motivation during discretionary activities, whereas more negative emotional states during schoolwork. Findings suggested that differences in student athletes' and non-athletes' daily life activity experience might lead to difference in socialization outcomes. Keyword(s): college level issues, professional preparation