This study identified the relationship between interpersonal variables such as psychosocial development, personality variables, religious commitment and formation of a philosophy for meaning in life to academic outcomes in a residential undergraduate setting. Specifically, this study examined the relationship between religious identity formation and identity derived from formation of a personal philosophy for meaning in life and academic outcomes. Predictive validity for academic success has been established for high school grade point average and college entrance examinations. This study was initiated to expand the predictors of academic outcomes to variables other than high school grade point average and college entrance examinations. Data were gathered from the student body-at-large, from a small Midwestern university in the Wesleyan holiness tradition. A series of regression analyses were conducted on the variables on interest and multiple analyses of variance established clusters of variables which in combination influences academic outcomes. The data analysis of this study indicated that the variables of religious commitment and a personal philosophy for meaning in life were significant in predicting academic achievement as measured by current college GPA. These results provided information which served as the basis for a proposed model of intervention strategies to maximize student potential for academic success. Future research would include collection of data at other denominational and secular universities to further determine if the results of this study can be generalized to other populations.