The author analyzed the academic performance of 197 business students in their first required finance course. He postulated that the students' performance related to whether their academic strategy was one of two types: satisficing or maximizing. Satisficers seemed content with getting Cs to earn their degree, while maximizers aimed for the highest possible grade point averages. Results indicated that these two types of students were indeed significantly different in their academic strategies and their performance. Satisficers earned 65% of the failing grades, but only 12% of the high grades. Discussion of the results, implications for pedagogy, and the relationship to theory are also provided.