Two hundred-fifty African American college students from two predominantly White institutions (PWIs) and two historically Black colleges and universities (HBCUs) were administered the Non-Cognitive Questionnaire-Revised (NCQ-R) and the Multidimensional Inventory of Black Identity (MIBI) to determine which psychosocial indices best predicted academic achievement across cultural contexts. It was hypothesized that some non-cognitive factors of academic achievement would generalize across institution-types, while others would be more context-specific. Results show that of the psychosocial indices that reliably predicted African American achievement, none generalized across institution-types. At PWIs, availability of academic support person, ability to understand and deal with racism, and humanist attitudes were the most reliable predictors of academic achievement. At HBCUs, positive academic self-concept was the only non-cognitive factor that surfaced as a good predictor of achievement for African Americans. The study underscores the importance of cultural context in determining non-cognitive predictors of academic achievement for African American college students. (Contains 3 tables.)