Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects student academic performance and success in first-year college physics students in the context of a Quebec Collège d'enseignement général et professionnel (CEGEP). Two hierarchical linear regressions were performed using scores on a 12-item 5- point Likert scale survey measure of Grit on student cumulative GPA and on final exam mark for a gateway physics course, controlling for gender and high school GPA. Prior academic performance was found to be a significant predictor of college performance, as well as success in the gateway physics course. Grit was not found to be a significant predictor of student academic achievement or course success.