College students experiencing academic difficulties are a major concern to universities. Research has indicated that many underachievers display certain identifiable electroencephalogram (EEG) characteristics. Unlike achieving students, underachievers often exhibit little EEG arousal during normally motivating tasks. These findings suggest that many underachievers may not have the same ability to concentrate as achieving students. Research in EEG biofeedback training has posited that these patterns may be altered by training. Underachieving university students (N=20) were randomly assigned to one of three groups: EEG biofeedback training, temperature biofeedback training, or no training. Students in the EEG group participated in 8 30-minute biofeedback sessions in which they received immediate feedback on changes in alpha production while studying. The temperature group was given auditory feedback of changes in finger temperature while studying during the sessions. Grade point averages (GPA) were determined before the sessions and again at the end of the semester. Results did not reach statistical significance, but consistent trends were found. The greatest change in GPA occurred in the EEG group, as did the highest percentage of students with an increase in GPA. The mean GPA of students in the "no training" group decreased during the semester. The results suggest that EEG characteristics may provide diagnostic information about reasons for underachievement. (NRB)