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This study investigated the connection between locus of control (LOC), academic self-efficacy (ASE), and academic performance, and whether these variables are affected by tutoring. Additional variables of interest, including gender, students' Pell Grant status, ethnicity, and class size, were also considered for the research models. The population for this study consisted of students enrolled at a mid-sized public university in northeastern United States who were pre-and posttested as part of a causal-comparative, quasi-experimental research design. Results of this study showed that LOC, tutoring, gender, and an ASE measure identified as self-assurance had positive and significant effects on academic performance as measured by students' total grade point averages. However, tutoring had no effect on LOC but had only a small moderating effect on one component of ASE. It was postulated that assessing incoming students on LOC and ASE measures could aid in identifying students with external LOC and low ASE for possible intervention.