This study investigated the correlation between noncognitive variables and academic success in a freshman composition course. A sample of 257 freshmen taking an introductory English course completed a survey assessing their attitudes and achievement expectancies. The questionnaire measured self-ratings of overall academic ability, drive to achieve, writing ability, creativity, and self-confidence in intellectual ability. Correlations were computed for the entire sample and separately for male and female students. American College Testing Program Composite scores and self-ratings on academic ability, achievement drive, and academic expectations showed a significant positive correlation with English course grades. Results suggest that noncognitive variables should be considered when providing academic counseling during the freshman year. Four tables provide correlation data and results of multiple regression analyses. (Contains 29 references.) (CK)