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The study reported in this paper is designed to provide evidence of the convergent and discriminant validity of the Flexible Combination Test (R. Dillon). Two premises were tested: (1) flexible combination accounts for significant variation in cumulative grade-point average, high school rank, and cumulative Act Assessment scores; and (2) the importance of flexible combination ability to academic success varies as a function of the type of academic abilities being measured. Data from 99 undergraduates indicate that flexible combination ability predicts each of the criterion measures. In addition, data indicate that the relationships between cognitive flexibility and academic success vary as a function of academic subject areas. Flexible combination ability is more important to achievement in mathematics and English than natural science or social science. Data from this study provide further evidence of the importance of flexible combination ability to academic success and point to the importance of including cognitive flexibility in models of intelligence. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document