The current study examined the relationship between the variables: school size, motivation, and college attendance to determine if the size of a student's high school, along with his/her motivational tendencies, influenced the student's choice to pursue a college education. Data was gathered from college students attending a small mid-west university (N = 266) using a brief demographics survey, as well as Vallerand et al.'s (1992) Academic Motivation Scale. Results of a factorial MANOVA revealed a significant main effect for sex on the motivational subscales: extrinsic motivation-identified, extrinsic motivation-external regulation, and amotivation. Additional follow-up analyses indicated the existence of significant, positive, linear relationships between approximate number of senior classmates and the following subscales: intrinsic motivation-towards accomplishment, extrinsic motivation-identified, and extrinsic motivation-introjected. Furthermore, these results indicated a significant relationship between approximate high school enrollment and intrinsic motivation-towards accomplishment and a marginally significant relationship between approximate number of senior classmates and extrinsic motivation-external regulation. Results will be discussed in light of previous research and literature regarding secondary educational institutions, the various types of motivation, and their impact on students' academic performance. (Contains 1 table.)