While men and women in 1987 may be able to achieve equally in academic settings, gender differences in affective and value factors associated with achieving academically may exist. Differences in the values attached to academic achievement and thus the motivation behind achievements, and feelings about the situation in which education takes place are especially important when individuals enter a new educational environment. A study was conducted to test the hypothesis that men's academic achievement is better predicted from indicators of prior achievement, mastery-related expectations, and mastery-oriented values, while women's achievement is better predicted from person-related values and evaluations of the atmosphere in the academic program. Subjects were 160 male and 90 female students enrolled in Inteflex, an integrated bachelor of arts-doctor of medicine program at the University of Michigan. Academic achievement was measured by total scores on the National Board of Medical Examinations-I; mastery-related and person-oriented values were assessed through self-administered questionnaires; and prior achievement was assessed using high school data and Scholastic Aptitude Test scores. The results of regression analyses support the hypothesis, suggesting that men's and women's academic achievement arise out of different motivations and are influenced by different factors. (Author/NB)