Research has shown that academic achievement among racial minority groups, particularly African Americans, and the majority Caucasian group is profoundly disproportionate. A number of variables have been shown to influence the academic achievement of students, such as stereotype threat, racial identity, and academic self-concept (Awad, 2007; Chavous et al., 2003; Steele and Aronson, 1995). This study examined the relationship between academic achievement (measured by grade point average, or GPA), racial identity (measured by the Multigroup Ethnic Identity Measure, or MEIM), and academic self-concept (measured by the Academic Self-Concept Scale, or ASCS). In a sample of 143 undergraduate and graduate students from a Mid-Atlantic Christian university, a significant positive relationship in ASCS and GPA was revealed. Specifically, the majority, female, and graduate student groups all displayed a significant relationship between ASCS and GPA, but their counterparts did not. Also, the graduate student group was the only group to indicate a significant relationship between the MEIM and GPA. Overall significant differences were observed between racial groups in achievement and education level in racial identity, but no group differences were found in academic self-concept. Future research is encouraged to further explore the relationship among the variables of academic self-concept, academic achievement, and racial identity on a culturally, religiously, and racially diverse sample. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]