The purpose of this study was to identify factors that were predictive of academic performance of college students at Historically Black Colleges/Universities (HBCUs). The variables of interest included: seating choice, self-esteem, anxiety, stress and study habits. The sample consisted of 201 African-American undergraduate students. Participants completed a demographics survey, the "Rosenberg Self-esteem Scale", the "Zung Self-Rating Anxiety Scale (SAS)", the "Holmes and Rahe Stress Inventory", and the "Study Skills Self-Assessment". The participant also identified actual seating and seating preference on a classroom seating diagram. Pearson r correlations indicated a significant relationship between GPA and the following: actual seating ("r" (199) = 0.815, "p" = 0.000), seating preference ("r" (199) = 0.203, "p"= 0.002), stress ("r" (199) = -0.116, "p"= 0.050), and self-esteem ("r" (199) = 0.146, "p"= 0.02). There was no significant correlation between GPA and the following: anxiety ("r" (199) = 0.082, "p"= 0.123) and study skills ("r" (199) = 0.477, "p" = 0.243). Based on the results, the best predictors of GPA were seating choice, stress, and self-esteem. Limitations of the study, as well as implications and recommendations for future research, are discussed. [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.]