This study attempted to provide a way to identify disadvantaged students at the junior college and to determine what data could be used as a basis for developing a curriculum to help them. Two measures of cognition, School and College Ability Test (SCAT) and Florida 12th Grade Battery, and three measures of the affective domain, Social Reaction Inventory (SRI) by Rotter, How I See Myself (HISM) by Gordon, and Study of Values (AVL) by Allport, Vernon, and Lindzey, were administered to the freshman class. Means, standard deviations, and intercorrelations were computed for all variables. Stepwise multiple regression was then applied to determine the optional combination and weighing of predictions, with the increment in predictive efficiency at each step tested by analysis of variance. The total score of each of the cognitive measures and the HISM teacher-school factor predicted significantly for all white students. For negro males, only the linguistic section of SCAT did as well. The HISM teacher-school factor and the AVL economic and social factors predicted at the .05 level for Negro females. For prediction, the junior college students are a heterogeneous population. The roles of cognitive and affective predictors are functions of race and sex. The relationship between affective factors and academic achievement is of great practical significance for curriculum development. (Author/HH)