(Purpose) The purpose of this study was to examine the consequences of violence exposure (personal and community) on African American students at historically black colleges and universities (HBCUs) as well as those attending predominantly white institutions (PWIs). Further, this study sought to determine if violence exposure makes a difference in academic achievement above and beyond traditional variables that have been studied in the past. (Methodology) Two groups of African American college students were studied to address the question of whether there is a difference between the deleterious effects of violence on African American students attending HBCUs and those attending PWIs. Four theories were hypothesized; the theories alluded to a statistically significant relationship between early exposure to violence and the later academic achievement of African American students at HBCUs and the PWIs. The study also sought to determine if the two groups of students were impacted differently. (Results) Data indicate very strong/strong correlations between and among numerous variables. (Conclusions) Statistical analyses indicate that early exposure to violence, especially personal violence, plays a role in determining the student's locus of control. The student's locus of control then determines the fervor with which the student will engage in academic pursuits. (Recommendations) Professional development incorporating research based techniques that requires participants to think in innovative and creative ways is essential for administrators, faculty, and staff; effective strategies are included. (Additional Data) Contains six (6) tables. A bibliography is included.