This study administered the Academic Volitional Strategy Inventory to investigate volitional strategies amongst socially anxious college students. Volitional strategies regulate motivation and emotion to aid in the achievement of academic tasks. It was important to examine this phenomenon based upon the premise that socially anxious students have difficulty achieving educational goals. Analysis revealed that socially anxious students are more likely to employ negative-based incentives rather than a combination of volitional strategies such as self-efficacy or stress-reducing actions. These findings have important implications for helping socially anxious students achieve their academic potential. Implications of these findings are discussed. (Contains 3 tables.)