The most prevalent factors in the academic success of African American male undergraduate students at the University of South Carolina were studied. Scholastic Aptitude Test (SAT) mathematics and verbal scores and high school rank were the independent, cognitive variables; and self-esteem, academic self-concept, religiosity, African self-consciousness, and mother's level of education were the independent, non-cognitive variables (affective psychosocial constructs describing feelings, perceptions, and attitudes). Subjects were 239 African American male students enrolled in 1992. Each completed several survey instruments. Results indicate that a combination of both cognitive and non-cognitive variables are important to the success of African American males in this study. Variables that reached statistical significance include high school rank, academic self-concept, SAT verbal, self-esteem, and African self-consciousness, although only rank, academic self-concept, and SAT verbal have a significant positive relationship with academic success. African self-consciousness has a significant negative relationship with academic success. This result is examined in terms of black identity models and the need for multicultural curricula. Nine tables present study data. Five appendixes contain the surveys and cover letters and information about college enrollment. (Contains 148 references.) (SLD)