This study compared academic delay of gratification (ADOG) among conditionally-admitted African-American, regularly-admitted African-American, and regularly-admitted white college students. A total of 44 conditionally-admitted African-American students, 43 regularly-admitted African-American students, and 273 regularly-admitted Caucasian students from the same university completed the Academic Delay of Gratification Scale (ADOGS) and the Motivated Strategies for Learning Questionnaire (MSLQ). It was found that although there were no significant differences between the reported ADOG of regularly- and conditionally-admitted African-American students, the conditionally-admitted group was higher in extrinsic motivation, organization, critical thinking, peer learning, and help seeking. Overall ADOG scores were significantly higher for the regularly-admitted African-American students than for the Caucasian students, however. In addition, regularly-admitted African-American students reported higher use of rehearsal and metacognition than regularly-admitted Caucasian students, although the reverse obtained for control beliefs and self-efficacy. A copy of the ADOGS is included. (Contains 15 references.) (MDM)