Nearly a quarter of a century ago, John G. Nicholls proposed the four developmental levels of motivational reasoning that focused upon the roles that ability and effort play in academic success. These levels theoretically begin at early childhood and end at adolescence. This report attempts to validate the developmental and predictive nature of this theory with college students through the use of a survey instrument designed to tap each of the four levels. Empirical support for the developmental nature of this theory of motivational differentiation was weaker than anticipated and predictive validity was generally lacking. Even when general agreement or disagreement to the statements of motivational beliefs was found as predicted by the theory, such beliefs about motivation were sometimes not predictors of college academic success. Possible explanations for the findings are provided for future research in this area. Survey used in study is appended. (Author/JDM)