The relationship between domain-specific nonintellective variables and academic achievement among nontraditional students was explored to address uninvestigated factors and clarify distinctions between nontraditional and traditional student achievement. College students (nontraditional n = 72, traditional n = 67) completed an online survey pertaining to personality, motivational, and self-regulatory variables. Among nontraditional students, motivation, self-efficacy, and need for cognition were most closely related to GPA. Across the three research domains, motivation variables were the strongest correlates of GPA for both student types. The variables investigated in this study were better predictors and stronger correlates of traditional student GPA than nontraditional student GPA. Future research into nontraditional student achievement should include consideration of a more nuanced definition of "nontraditional student" as well as further investigation into two research domains, learning strategies and psychosocial contextual influences, which may be more relevant to their academic careers.