The relationship between academic achievement and knowledge of performance on intelligence and personality tests was examined. Seventy-eight freshmen enrolled in an introductory psychology course at Taiwan Normal University served as subjects. They were divided into two matched groups; subjects in the experimental group (Group E) were given detailed knowledge of their test scores, subjects in the control group (Group C) received no such knowledge. According to Atkinson´s theory of achievement motivation, an individual’s motivation to perform a task should be strongest when he is most uncertain about the ontcome. In the present study the individual´s knowledge about his test scores were employed as cues to define a person´s probabilty of success in a competitive academic setting. Conceivably, the students having knowledge of their intelligence and personality test scores (Group E) would be more certain about their probable academic success than the students who did not have these information (Group C). This would lead to the prediction that Group E´s academic performance would not be as good as Group C´s performance. The main finding of this study were: 1) There were no significant differences in academic achievement between the two groups; 2) in both groups the subjects in the middle range of intellectual ability had more over-achievers; and 3) there was no correlation between academic achievement and personality traits. These results were discussed with the reference to J. W. Atkinson´s theory of achievement motivation.