This study was designed to relate selected non-intellectual characteristics to the academic performance of able junior college students, to see if prediction can be improved by including them, and to determine which ones, if any, contribute significantly to differential achievement. In the fall semesters of 1963 and 1964, 159 entering freshmen were chosen from the upper quartile. Data were gathered by predictive instrument, questionnaire, and interview. The predictive tests showed that achievement was improved by positive personal effectiveness plus diligence, self-control, and social awareness. The 23-item questionnaire showed that these freshmen had the same vocational goals as the transfer students, were strongly motivated, and had been encouraged by parents and teachers. The interview, at the end of the first semester, showed that the students wanted to know their test results and to discuss their educational, personal, and vocational objectives. At the end of the second semester, certain comparisons showed that the interviewer could predict well for certain subgroups, but not for all. The high school grade point average remained the strongest predictor, with some help given by study habits, tolerance, self-control, self-acceptance, and achievement by independence. Counseling and instruction, therefore, should aim for optimal performance, not for exactitude of prediction. Three recommendations are included. (HH)