Most research examining the relationship between noncognitive variables and academic performance has tended to focus on developing linear prediction models. However, a more holistic understanding of academic success can be achieved by examining the noncognitive profiles of students and their relationship with academic outcomes. In the present study, we used latent profile analysis to explore the noncognitive profiles of 5,120 college students. To better understand the nature of the profiles, the effect of covariates on class membership was examined. Results indicated that there were 6 latent profiles underlying the noncognitive skills of college students in our sample and that profile membership was associated with different collegiate grade point average levels. Our results have practical implications for the development of interventions intended to improve academic performance, which may be customized toward the specific needs of students presenting with diverse profiles.