The timely completion of a higher education degree and the enhancement of academic performance are concerns of students as well as parents and college administrators. The current study assesses the impact of cognitive and affective factors as related to students completing undergraduate degree requirements as well as their cumulative college GPA. Scholastic Achievement Test (SAT) scores for both Verbal and Math sections, metacognitive skills, locus of control, interpersonal support, measures of self-efficacy, and action behaviors were entered into linear regression analyses for both cumulative GPA and years to graduation. Results based on 158 freshmen over a six-year period found internal locus of control significantly contributed to obtaining an undergraduate degree in a timely manner. Metacognitive factors, action behaviors, and high school GPA significantly contributed to cumulative college GPA at the time the college degree was awarded. (Contains 3 tables.)