This study was made to assess the relative effects of individual learner characteristics on the prediction of academic success in a traditional course and an independent study course in science, and to predict achievement for individual students. Variables from personality and intellective areas were employed in conjunction with biographical data. The independent study course, the Audio-Tutorial System, consists of independently scheduled, but structured, laboratory and learning sessions, audio tape tutorial presentations, an emphasis on personal student-instructor contact, and periodic oral and written quizzes, all conducted within the large class setting. A sample of 315 students were enrolled in this course, while 315 were enrolled in the traditionally organized course. Results indicated that for the high achievement subgroup, mathematics reasoning skills and science achievement were significantly related to success in the audio-tutorial course. In the traditional course, verbal aptitude, mathematical computation skills, and restraint were significantly related to success. Variables were identified which may facilitate the prediction of individual success in specific situations, the placement of students in alternative learning systems, and the provision of remedial counseling and instruction. Further research is suggested. (PR)