The present pilot study examines the extent to which particular individual differences (i.e., general self-efficacy, goal orientation, and decision-making styles) may shape academic success in courses conforming to the principles of Culturally Relevant Pedagogy ("CRP"). End-of-semester course grades were used as a coarse, institutionally mandated measure of academic success. Gender differences were observed. For female students, a learning orientation was related to academic success. However, female students' academic success was also related to their reliance on specific decision-making styles (i.e., vigilance and hypervigilance). Male students' academic success was not significantly related to any of the individual difference measures. These findings suggest that applications of "CRP" may benefit from the recognition of students' preexisting dispositions and that such dispositions may differ between sexes. A discussion follows regarding how information regarding students' preexisting differences may benefit "CRP" instruction.