The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces to the literature the study of college students as ability grouped students. A partial correlation addresses the interrelationships between math anxiety, motivation, and ability grouping. A hierarchical multiple logistic regression addresses the effect of math anxiety, motivation, and ability grouping on performance. Results indicated that motivation and the interaction of motivation and ability group are significant predictors of performance; math anxiety was not a significant predictor. College students in the highest ability group are most likely to receive a satisfactory grade (70% and above) regardless of their level of motivation. For students in the average and low groups their likelihood of receiving a satisfactory grade was a function of their motivation. College students experience ability groups in a manner similar to secondary students. Motivation is an important factor in predicting performance, especially for students in the average and low groups. [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.]