Previous research has shown that when predicting college grade point averages consistently reliable results have not been established; a pattern of dissimilar predictors of academic success for disadvantaged students versus their non-disadvantaged peers seems to be developing. Previous achievement and ability measures such as high school grade point average and SAT scores seem to consistently predict college GPA in white or non-minority students; however, this is not consistent in disadvantaged student samples It has been suggested that perhaps non-academic variables such as academic self-efficacy and locus of control are better predictors of GPA in this sample; although variable results have been found with the previous achievement and ability measures. Most of the studies investigating this phenomenon have confined themselves to outcomes measured at the end of the first year of college. It is not clear whether the same influences hold influence as students' progress through their college careers. In the current study, participants included Higher Education Opportunity Program (HEOP) and Non-HEOP (General Admission) students. Cumulative Freshman GPA was regressed upon ethnicity, high school grade point average, SAT scores, sex, yearly family income, academic self-efficacy, and academic locus of control for HEOP students and Non-HEOP students separately. Also, Cumulative Sophomore GPA was regressed upon the named variables for the two groups. Separate patterns emerged for the HEOP and non-HEOP sample. Within the HEOP sample, sex was a consistent predictor of cumulative GPA and initially self-efficacy has an effect, but disappeared by the end of the sophomore year, when the ability variable SAT-V emerged as a significant predictor. For non-HEOP participants, previous achievement, as measured by HSGPA, initially predicted GPA; however, by the end of their sophomore year, non-HEOP students' confidence emerges as the only significant predictor. This pattern of results has not been identified previously. Self-efficacy was the only factor to emerge in each group; however, this occurred at different times. Additional research could investigate this further by collecting self-efficacy measures at the beginning of the academic year rather than at the end of the academic year to determine if this pattern continues to exist.