Data from the Wechsler Adult Intelligence Scale, the Scholastic Aptitude Test, College Entrance Examination Board achievement tests in Mathematics and Science, and predicted and actual college grades were collected from two samples. The first group included 55 male undergraduates from the California Institute of Technology; five were chosen to represent types on the Myers-Briggs Type Indicator that would have otherwise been missing from the sample. The second sample included 80 freshmen from Westminster Choir College. A number of relationships were noted between the variables collected. Many correlations were not surprising. The contribution of factors such as involvement, commitment, and dedication to academic achievement was noted. Psychological distance, or detachment, may hinder a student's single-minded pursuit of academic goals.