All 15 subscales of the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1993) were administered to 352 undergraduate students taking Introductory Psychology. Their scores were evaluated with respect to incremental validity (in addition to ACT scores) they provided for predicting course grades. Results indicated that only two of the subscales, Self-efficacy, and Time and Study Environment, contributed incremental validity. When the students were disaggregated by ACT composite, and the low, medium, and high ACT groups were evaluated separately, Self-Efficacy dropped out of the model for the low ACT group, and only time and study environment provided incremental validity. Results are discussed in terms of their implications for increasing the structure of college courses to improve performance among students. (Contains 2 tables.)