A study was conducted to determine whether there is an identifiable coping personality related to academic achievement and retention for black college students. Low coping students were also taught coping strategies to determine whether mastering academic requirements facilitates achievement and persistence. The relationship of black student retention and the college's academic/social system were also assessed. The total freshman class of 265 students from a small, private, historically black, liberal arts university was administered the Student Information Form, a self-report battery, during freshman orientation week. The battery was concerned with self-concept of ability, locus of control, expectancy of success or failure, perception of the opportunity structure, coping, and verbal ability. In addition, two versions of a freshman followup form were administered to on-campus returnees and transfers/dropouts. Low and high coping freshmen were also taught coping strategies and study skills and exposed to a network of support groups. It was found that coping strategies were related to achievement and that achievement significantly influenced retention. Students who persisted had learned personality attitudes that gave them a sense of control over events. Additional findings and a freshman student questionnaire and follow-up forms are presented. (SW)