This study examined whether there were gender and ethnic differences in students' willingness to delay gratification, intrinsic and extrinsic motivation, self-efficacy beliefs, use of cognitive strategies (such as rehearsal, organization, elaboration, and metacognition), and use of learning strategies (help seeking, time management, effort regulation, and peer learning). Participants were 369 college students, of whom 79 were members of minority groups. Students were administered the Academic Delay of Gratification Scale (H. Bembenutty and S. Karabenick, 1998) and the Motivational Strategies for Learning Questionnaire. Results suggest that females and males do not homogenously activate and sustain behaviors oriented toward the attainment of academic goals. Results also support the notion that delay of gratification matters; it is an important determinant of academic achievement. Self-efficacy is highly related to course grade regardless of the gender and ethnic group of students, but the association between self-efficacy and delay of gratification in this study depends on the gender and ethnic group of students. Self-efficacy is related to delay of gratification among male and female Caucasian students, but this association is not significant among male and female minority students. Overall, minority students tended to report lower delay of gratification and obtained lower course grades than Caucasian students. (Contains 5 tables and 10 references.) (SLD)