The relationship between cognitive and affective variables in the context of predicting student achievement performance in the classroom is examined. Specifically, the study examines the two-part question: 1) to what extent, and 2) in what manner can classroom achievement (grades) be predicted by selected cognitive and affective variables. The findings of the study lend further clarification to the prediction of classroom achievement. As expected, cognitive variables contribute to explaining variation in classroom grades, but the combination of cognitive and affective variables in a six predictor equation explain only 32% of the variation in grades. The authors conclude that moderate relationships between cognitive measures and classroom achievement should be accepted and future research might include personality characteristics in studies of differences in classroom achievement. Short reviews of the literature to date are included. (Author/SES)