Admissions professionals have historically relied on measures of cognitive ability and academic achievement to make decisions about which applicants are admitted to their institutions. At the very least, selection on the basis of these factors (high school grades and standardized test scores) alone potentially decreases ethnic and socioeconomic diversity and underestimates the likelihood of success for many capable students. As a result of the shortcomings of these traditional measures, there is a growing interest in supplementing them with non-cognitive predictors of college success. New developments in the field of positive psychology may be especially well positioned to contribute with contemporary constructs and scale development. This article describes "grit" as consistsing of two separate dimensions: consistency of interest and perseverance of effort. The gritty individual pursues a given goal over years. Although non-cognitive factors and grit specifically show promising in predicting college success, many questions still remain. This article investigates the research questions: (1) Do self-reported grit scores predict first year GPA, as well as additional outcome variables including hours earned toward graduation and change in major? (2) Do informant-reported grit scores predict first year GPA, as well as additional outcome variables including hours earned toward graduation and change in major? (3) What is the relationship between self and informant grit scores?