Student academic performance, racial attitudes, and college satisfaction were examined with a national sample of black students attending selected predominantly white and historically black, state-supported universities. The effect of student background, campus experiences, and personality orientation was investigated. Specific variables included: socioeconomic status, high school grade point average (GPA), involvement in and adjustment to campus life, academic competitiveness of the college, race relations on the campus, self-concept, and occupational aspirations. Data were obtained for 1,583 students from the 1981 (response rate: 27%) and 1983 (response rate: 35%) versions of the National Study of Black College Students (housed at the University of Michigan, Ann Arbor). Grades were significantly higher for males and students on black campuses, and students with higher grades reported greater satisfaction with and involvement in college life. High school GPA was the strongest predictor of college grades for all subgroups except black females on white campuses. Discrimination was reported by black students at white campuses. Evidence suggests that college grades will be highest where students are happier and more satisfied with college life. Ten recommendations are offered, including precollege enrichment programs, better college-school coordination, and coaching for standardized tests. Five pages of references and statistical tables are appended. (SW)