Studies revolving around grandparenting have significantly developed within the last” several decades alone “in regards to both the quality and quantity of research” (Hank et al., 2018). Prior to this, the emphasis of grandparenting studies focused almost solely upon the effects on grandparents, negating the developmental effects experienced by grandchildren, evident by B. L. Neugarten and K.K. Weinstein’s 1964 study, The Changing American Grandparent. Despite this newfound importance and attention given to grandparenting, there has been but an infinitesimal amount of focus on its effects on psychosocial development, abstaining from exploring its “relevance to [development]” (Thiele & Whelan, 2006). Additionally, there is focus on college-aged grandchildren specifically, as this population experiences a unique period of time during their “transition away from the parental home” (Harwood & Lin, 2000). This study first defines the parameters of the investigation, answering the questions - what is grandparenting; who reaps the effects of grandparenting; what are the effects of grandparenting? Further, the study then moves into the statistical analysis of psychosocial development on grandchildren, utilizing an online questionnaire formatted around the likert scale to do so. This portion of the study is outlined by a series of questions -  what are the consequences of the techniques/styles taken by the grandparents; what are the consequences of how financially involved one’s grandparent is; what are the consequences of the religious patterns of one’s grandparent; what are the consequences of the grandparent’s living situation? The results of these outline questions will aid in the benefit and furthering of knowledge on the developmental outcomes of college-aged children as a result of grandparenting.