Studies dealing with religious activity of adolescents have produced many relationships between various characteristics of youth and their level of religious commitment (DeBord, 1969; Suommen, 1979) . Since many of these religious activities are sedentary and cognitive, a relationship between students' achievement and religious activity would seem probable. Strommen (1979) found four activities to be the most ~ o w e r f u l ~rediccors of varying degrees of religious commiunent: being involved in congregational and personal religious activities, praying for people needing God's help, seeking God's help in deciding right and wrong behavior, and having a strong interest in help provided by the congregation. These activities are listed in order of increasing religious commitment. Chi-squared was computed between Strommen's four indicators of religious commiunent and self-reported grade point averages (achievement). Twenty-seven females and seventeen males, ranging in age from 13 to 1 8 yr. ( M = 15.5, SD = 2.7), served as subjects. Self-reported G.P.A. and scores on religious commitment were obtained through a questionnaire mailed to randomly selected Assembly of God churches in northern Illinois. A commitment score was obtained by assigning a numerical value to each of the indicators. When a subject met the criterion for that indicator. the value was added to his score. The final sum was his commitment score. Assigned values were: Involvement = 1, Praying = 2, Seeking God's guidance = 3, and Interest in congregational help = 4. The criterion for involvement was attending church service or youth group half the time and participating i n personal prayer three times a week. The criterion of praying for others was praying for others at least four times a week. Seeking God's guidance was participated in if the subject looked to God for answers in personal behavioral issues at least 70% of the time. The criterion for congregational help was attending special religious meetings or classes 60% of the time they were available and seeking out help to grow spiritually. The commitment scores ranged from 0 to 10 (M = 6.3, SD = 3.2); Mdn was 7. The GPA ranged from 2.0 to 4.0 ( M = 3.17, SD = .52) and a median of 3.2. The two measures were dichotomized around their medians. Using a 2 X 2 contingency cable, the relationship between GPA and religious commitment was significant ( X 2 = 9.09, p < .01). A two-tailed t test indicated no significant relation between sex and commitment (tdn = .01). Of several possible explanations, one concerns an underlying, factor, such as formal motivation, which may influence both variables. Thcse results suggest that further research should explore these possibilities.