Children presently in school face a multitude of problems new and unique to their age group. To combat these problems educators must find new solutions and search out ways of reaching young people before it is too late for them to respond. By examining locus of control, and showing an effective treatment program for transitioning from externality to internality, it may be possible to predict other behaviors and eliminate negative behaviors (drug use, low self-esteem, poor grades) associated with externality which will assist in keeping children in school. Showing a link between locus of control and motivation may help educators develop a better understanding of student behavioral variables. This study examined the relationship between locus of control and motivation. The effects of a multidimensional summer camp program on the locus of control of 41 children at risk for academic failure was also examined. The subjects were given a pre- and posttest at the beginning and end of the six-week summer camp. The effects of the program from pre- to posttest were not statistically significant; however, the pretest scores were significantly more external than previously established norms. Statistical significance was also found by age and gender with younger females being the most external and older males being the most internal. A moderate negative correlation was found linking one of the five motivation subscales (independent judgment) with locus of control. (LLL)