The purpose of this study was to examine intellectual (standardized tests and high school grades) and nonintellectual (attitudes, personality, and the like) predictors of success for students in special programs for culturally different students. Ninety-five freshmen enrolled in a special program at the University of Maryland, 90 of whom were black, were included in the sample. The criterion variable was first semester freshman grade point average. Predictors included Scholastic Aptitude Test (SAT), high school grade point average, sex, father's occupation, mother's occupation, whether student has incomplete credit hours or not, instate or not, Internal-External Control, Holland Vocational Preference Inventory Infrequency, California Personality Inventory Communality, and a specially calculated Admissions Score involving a weighted combination of the above and other scores. Data were analyzed using multiple regression equations and zero order Pearson correlations by sex. The results showed that the SAT was not a significant correlate of college grades overall and the SAT-Math actually had a negative correlation with grades for males. Additionally, high school grades did not correlate with college grades for either males or females. On the other hand, reasonable predictions of freshman grades are possible using several nonintellectual predictors. (Author/JM)