An academic motivation inventory with two parts, self concept of academic ability (Sc) and importance attached to academic achievement (IA), was administered upon under-, over-, high- and low achievers (UA, QA, HA & LA), with 150 Ss in each group. Analysis of variance indicated significant differences (df=3/596; p<.01) between the groups on Sc, IA and the combined composite scores. The groups scored in the following order on all these measures-HA, OA, UA & LA. None of the differences between HA & OA were significant; otherwise all the inter-group differences were significant. Pearson's r between Sc & IA, though higher for UA & OA, were significant (p<.01) for all the groups. The combined composite scores of all the groups were significantly related (p<.0l ) with their achievement scores, but insignificantly with their intelligence scores. The findings were discussed in the light of profiles prepared for successful and unsuccessful students on the basis of J. W Atkinson's achievement motivation and F. Heider's balance theories.