A two-dimensional model proposing three predictor dimensions (cognitive, noncognitive, and combined) and four criterion dimensions (grade point average (GPA), enrolled or not, graduate or not, and less traditional criteria) is presented. Preliminary results of a study using the model to examine both white and minority student predictors of retention is discussed. It is shown that for the first semester GPA, there appears to be a strong relationship between the seven noncognitive predictors and retention, especially for minority students. When Scholastic Aptitude Test (SAT) scores were used with noncognitive measures, many of the previously significant noncognitive items were no longer significant, especially in the white sample. This trend occurred less in the minority analsyes. It is suggested that, for whites, these noncognitive predictors are tapping dimensions that overlap or are related to the traditional SAT scores, but this is not true for blacks. For blacks, traits separate from what is tapped by SAT scores appear to be related to GPA for the first semester in college. (Author/LB)