Advanced undergraduate students were asked to donate time to tutor freshmen on academic probation (1 ). The recipients, chatactetized in a short biography, varied in race (black and white) and locus of cause of failure (internal and external). All effects were nonsignificant with the exception of the interaction between race and locus of control; subjects who scored high on internal control donated more time to the white recipients and subjects who scored high on external control donated more time to the black recipients. The present study repeated the manipulation of the race of the recipient and explored the influence of the grade-point average (Low, M = 2.38; High, M = 3.15 ) and sex of the benefactor. The procedure was identical (1 ). The academic difficulties of the hypothetical recipient (a male) were described to be a result of external causes, that is. his difficulties were suggested to be due to family responsibilities that were competing for his time. A three-factor analysis of variance for random groups (12 subjects per group) was conducted on the time data. Effeas were nonsignificant with the exception of grade-point average (F = 4.84, df = 1/88, p < .05). Subjects with a high gradepoint average donated significantly more time (M = 9.52 hr., SD = 8.60) than subjects with a low grade-point average (M = 6.18 hr., SD = 6.10). As in a previous study (I), race was a nonsignificant effect (white, M = 8.14, SD = 8.24; black, M = 7.56, SD = 6.98). The literature on the effect of the sex of the benefactor has been mixed (2, 3), as most investigators have not found effects; when effects were reported, more favored females than males. The absence of such an effea (male, M = 6.73, SD = 5.02; female, M = 8.96, SD = 9.44) in the present research is consistent with most of the literature. Research on the influence of achievement appears thus far to have been omitted in studies of altruism. The present data suggest that high achievers, as defined by grade-point average, were more altruistic than low achievers. An explanation might simply be that successful students had greater confidence than inferior students in their ability to help those who were experiencing academic difficulties; consequently, they were more inclined to offer help.