Motivations to attend college differ between college athletes and non-athletes. Previous literature indicates a relationship between motivation type and college student GPA. However, the role of athlete status in this relationship has not been explored. PURPOSE: To evaluate the differences in GPA 1) between student-athletes and non-athletes and 2) among motivation types to attend college. In addition, this study aimed to 3) investigate motivation to attend college as a moderating variable in the relationship between student-athlete status and GPA. METHODS: Participants were recruited through a health-related college and athletic program at a NCAA Division II Liberal Arts College in the Midwest and were asked to complete an online survey (n=209). Multiple demographic variables were assessed. In addition, students were asked to report athlete status (current athlete, yes/no), college cumulative GPA (4.0 scale), and to complete a modified version of the American Motivation Scale College Version (AMS-C). A primary motivation type was identified based on the AMS-C results. Motivation types with small sample sizes were combined together. Means, standard deviations, and percentages were calculated for all variables of interest. Independent samples t-test, ANOVA and ANCOVA were used to assess purposes 1, 2, and 3, respectively. RESULTS: The majority of students were freshmen (33.5%), female (75.1%), and white (90.4%). On average, students reported a college cumulative GPA of 3.42±0.43. Most students identified as extrinsically motivated (82%), 6% identified as intrinsically motivated, 12% identified as both, and no participants identified as amotivated. No differences were found in GPA between athletes (3.43±0.42) and non-athletes (3.41±0.44), p=0.70. No differences were found in GPA among motivation types, p=0.751. The interaction between motivation type and athlete status did not significantly relate to GPA (p=0.447). CONCLUSION: Athlete status and motivation type do not relate to self-reported college student GPA. Future research should investigate these relationships in a more heterogeneous sample. Further, it is important to continue to investigate extrinsic motivation in college students and its influence on academic success.