The relationships between classroom performance and five possible predictor variables were studied. The ways in which these variables relate to performance in a classroom learning situation were examined, with the hypothesis that attributional style and motivation would be the best predictors of classroom performance. The variables were: (1) attributional style; (2) motivation; (3) self-testing ability; (4) information processing ability; and (5) use of metamemory. Subjects were 49 students from two graduate educational psychology courses who took two course examinations and one final examination. Students completed the Attributional Style Questionnaire and the Learning and Study Strategies Inventory and made confidence predictions for each item on each examination. Results of a stepwise regression analysis indicate that the use of metamemory, motivation, and attributional style comprised the best subset of predictors for examination performance. Use of metamemory and motivation were significantly correlated with performance. Implications for adult instruction and future research are discussed. Four tables provide data, and an 85-item list of references is included. (SLD)