This study investigates the hypothesis that it is mixed-dominance among left handers (i.e. left handedness and right eye and/or foot dominance), that is related to academic learning difficulties among such individuals, rather than the generally held notion that their difficulties stem from the fact that they are left handers in a "right handed world." Three experimental groups were defined: (1) left handed, mixed dominance; (2) left handed, unmixed dominance; and (3) right handed. All group members were junior college freshmen females. At the end of their freshman year, the cumulative grade point averages of the three groups were compared. After a brief discussion of the statistical difficulties inherent in the study, it is concluded that the higher incidence of less than 2.5 cumulative averages in the left handed, mixed dominance group represents a "real" difference between it and the other two groups. The possible significance of the findings is discussed. (TL)