Using the California Achievement Test, Survey of Study Habits and Attitudes, and Tennessee Self Concept Scale, 210 high- and low-achieving migrant Spanish-surnamed students in grades seven, nine, and eleven from 2 Oklahoma and 4 Texas school districts were tested for achievement and grade level differences in study habits, study attitudes, and self concepts. Data were also analyzed by gender. High-achieving students as a group and by gender were found to have higher study habits, study attitudes, and self concepts; by grade level, high achievers had higher study attitudes and self concepts. Study habits were not significantly different by grade level, but by gender and grade level, study habits, study attitudes, and self concepts were higher for high achievers. Study attitudes appeared to influence achievement more than the other two measures. Data analysis found achievement was associated with student age, father's occupational status, number of counselor visits, mobility, subject liked best, graduation and future plans, job aspirations, and job reality. Twelve student interviews provided additional characteristics. Conclusions were used to profile potential high achievers and potential dropouts. Recommendations were made to increase school holding power. Supporting tables appear in the text; appendices include questionnaire, interview form, and copy of the Tennessee Self Concept Scale. (LFL)