The object of this study was to find out whether learning process and reading variables predict first-year grade point average (GPA) in college. The learning process variables were: (1) deep learning; (2) surface learning; and (3) achievement orientation. Reading variables dealt with factual and inferential knowledge. Also examined was whether these variables retain independent predictive values when used in combination with other predictors such as high school rank, American College Testing scores, and Scholastic Aptitude Test (SAT) and Preparatory SAT scores. The Biggs Study Process Questionnaire, a short article, and a set of multiple-choice questions about the article were administered to 60 female and 41 male first-year students in their second semester at a small liberal arts college. Achievement orientation and inferential knowledge predicted 28.7% of the GPA variance. Multiple regression analyses showed that learning process and reading variables (mainly achievement orientation and inferential knowledge) are significant independent predictors of first-year college GPA, even when used in combination with standardized tests, high school rank, or a combination of both. These results were discussed in terms of admission, retention, and curricular policies. (Author/SLD)