This review explores the factors of cognitive processing, style, and metacognitive organization as they contribute to academic success. Specific discussions consider aspects of short- and long-term memory, including how these affect learning and academic performance, and the keys to attaining long-term memory capability by involving redundancy, thinking patterns, and meaning. It is noted that arrangements emphasizing the relationship between ideas and materials enhance learning, and successful learning requires the storage of information in meaningful structures carefully related to learners' prior knowledge and experience. In addition, the article explains how encoding, practice, and cognitive style all work to enhance a student's ability to learn and offers insights on influencing each area to gain the best academic performance from the student. Finally, the process by which the brain organizes and monitors its cognitive resources is examined in relation to using strategies to aid intelligent performance, the success of which depends on the pursuit of the emotional, attitudinal, and motivational orientations promoting academic success. Contains 28 references. A brief Field Notes column (Carole Morning) describes Stress on Analytical Reasoning (SOAR), a program conducted jointly by Xavier University of Louisiana's mathematical, engineering, and sciences departments and designed to promote math and science curricula among selected minority engineering students. (GLR)