An examination is made into the possible reasons for underachievement in higher education, on the theory that personological variables such as persistence and diplomacy may contribute as much to success as I.Q. points. Various lists are provided of the salient factors, and their explanations, that contribute to underachievement, as proposed by several authors on the subject. Among these factors are: too little or too much self-conficence; procrastination; fear of failure; lack of concentration; poor judgment; and wallowing in personal difficulties or excessive self-pity. Nine common reasons for "failure" or lack of success are also listed and include: lack of commitment; poor interpersonal skills; self-destructive behavior; poor management; and not being properly focused. Along with these, additional self-defeating behaviors or cognitions are described, such as an inordinate use of alcohol and drugs, excessive escapism, burn-out, emotional disturbance, and a lack of coping skills. It is suggested that in studying underachievement, the role of personality and motivation should be emphasized more and that less reliance should be placed on I.Q. test scores and their relationship to achievement test scores or performance in the real world. (GLR)