Several researchers have examined the relationship between scales of the Inventory of Learning Processes (ILP) and the academic performance of college students. This study sought to determine whether there were significant correlations among levels of processing, locus of control, and achievement for college students. Subjects (N=50) enrolled in two introduction to psychology classes completed the ILP, Levenson's Locus of Control inventory, and a Psychology Test prepared for this study. The Psychology Test was administered immediately following a unit on learning and again one week later. The ILP was scored for Deep Processing, Elaborative Processing, Fact Retention, and Methodical Study. The Psychology Test was scored for factual, comprehension, application, and total scores. For the ILP, the results revealed significant and positive relationships between: (1) Deep Processing and Elaborative Processing, Fact Retention, and Methodical Study, respectively; (2) Elaborative Processing and Methodical Study; and (3) Factual Retention and Methodical Study. Scores on the ILP Deep Processing scale correlated negatively and significantly with the Powerful Others and Chance scales of the Locus of Control inventory. None of the correlations between the scales of the Locus of Control inventory and the ILP and subtests and totals of the Psychology Test were significant. The factual subtest and total Psychology Test were the only positive and significant correlations with grade point averages. Future research should employ larger samples. (NB)