The purpose of this quantitative study was to determine whether the use of non-cognitive assessment in combination with traditional criteria predicted potential academic success as measured by first-semester GPAs of provisionally admitted students. Survey data were collected with a non-cognitive questionnaire (NCQ) from provisionally admitted students at a Midwestern public university. The NCQ questionnaire measured responses on items pertaining to seven traits: leadership, community service, self-concept, availability of support, ability to handle the system, self-appraisal, and goal-setting tendencies. Survey data were matched to individual student data that included background characteristics such as: status as first-generation, low-income, and minority-group identification, as well as high school GPAs and ACT scores. Data were analyzed for existing relationships to first-semester college GPAs. Provisionally admitted students' first-semester GPAs were compared to those of students traditionally admitted. The results indicated that participants' status as first generation, low income, and minority group members were significant predictors of first-semester GPAs. Leadership experience was the only non-cognitive trait with a significant impact on first-semester GPA. After accounting for background characteristics, ability to navigate the system was the non-cognitive trait that best predicted first-semester GPA. Although not statistically significant, admitted students who had been provisionally admitted using a NCQ had higher first-semester GPAs compared to those admitted through only traditional admission methods. In conclusion, high school GPAs, at-risk designations, leadership, and ability to navigate the system represented multiple intelligences and were found to play roles in success of provisionally admitted students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]