The objective of the research was to determine the relationship of 8 variables to the educational achievement of 178 Indian public secondary school students in Nevada. The 8 variables were residence environment, mental ability, reading ability, anxiety, self-concept, achievement motive, verbal concept choice, and interaction with the dominant culture. The independent variable, residence environment, included the rural reservation, the urban colony, and the multi-ethnic community. The dependent variable, educational achievement, was measured by performance on the "California Achievement Test." Eight test instruments were used to test 2 hypotheses: (1) that there is a significant relationship between the variables acting together and the educational achievement of Indian students and (2) that a significant contribution is made by each variable to the variability of educational achievement when the other variables are held constant. In addition, the following question was asked: Which of the variables can be removed and still maintain the relationship found in testing the first hypothesis? There was a significant correlation (.01 level) between achievement and the 7 variables acting together. Individually, 4 variables were found to contribute more significantly to the variability of achievement than the others. Reading ability was the variable later excluded from the analysis. (EJ)