This study attempted to establish the relationship of cognitive aptitudes and styles to measures of general and more subtle academic achievement. It was expected that the associations of aptitudes and styles to general measures of achievement would converge to form similar correlational patterns; associations of aptitudes to more subtle measures of achievement would also converge, while associations of styles to subtle achievement variables would diverge. Subjects were drawn from a large-enrollment introductory geography course utilizing an auto-tutorial mastery design for college freshmen and sophomores. Relationships with the subtle achievement measures were as expected, but the associations with general achievement measures did not converge. It is suggested that future style research focus on simpler variables theoretically linked to mediational processes described in the theory of cognitive style. A list of references is provided. (Author/RAO)