The structural relations of the seven non-cognitive dimensions proposed by W. E. Sedlacek and G. C. Brooks (1976) and traditional definitions of academic ability, as indicated by Statistical Aptitude Test (SAT) scores, to first semester grade point average (GPA) and persistence after three and five semesters were examined. Random samples of entrants at a predominantly White eastern state university were administered the Noncognitive Questionnaire (NCQ) during summer orientation in 1979 and 1980. The subjects included 208 Black and 1,475 White entering freshmen. The NCQ results and the SAT scores were used to derive structural models (using LISREL) of early academic success for both Black and White students. The structural models for the Black and White students were found to be very different. For Black students, traditional academic ability was related to first semester GPA, but neither GPA nor academic ability was related to persistence. Only the non-cognitive dimensions were predictive of Black student persistence. For White students, academic ability was the best predictor of first semester grades and these grades were the major predictor of subsequent persistence. The non-cognitive dimensions were not important in White student academic success, while they were crucial in Black student academic success. (Author/SLD)