This mixed methods study examined the impact of grit and self-efficacy and the factors of these constructs on the performance of at-risk, developmental placement students, surveying 184 first-year students before the midterm point of their first semester. Following the quantitative portion, six upperclassmen, who had started their careers in the developmental placement category, were interviewed. The research question explored was: How do grit and academic self-efficacy relate as grade point average performance predictors for students in developmental placement categories with higher and lower levels of each factor? Findings uncovered a significant relationship between grit and performance, self-efficacy and performance, grit and self-efficacy and performance, and demographic information and performance. The discussion of these findings offers a roadmap for exploring the impact of non-cognitive concepts on educational performance.