The Population Reference Bureau (PRB; 2015) cites statistics indicating that although Appalachia is a region with considerable diversity, post-secondary educational attainment is one notable exception. Specifically, the PRB notes that 95% of the counties in the region profile lower than the rest of the country on the number of four year degrees conferred. More recent findings suggest that these numbers are improving compared to those from nearly decade earlier (Pollard & Jacobsen, 2017). It is pivotal to identify cultural factors that may continue to act as a barrier to student success for those living in the region if these statistics are to continue to improve. According to research findings reported by Dastagir (2017), gender stereotypes, although developed early and constantly evolving, may contribute to a host of negative outcomes linked to poorer well-being and diminished academic success among students in college. For those at a regional campus, many of whom are non-traditional students, the impact of gender beliefs may be especially palpable. Generational differences that include more rigidly defined gender roles may pose a bigger threat to academic success. The current study examines the link among contemporary measures of gender beliefs, self-reported GPA, locus of control specific to academic progress, and psychological well-being among traditional and non-traditional students at a regional campus in Lawrence County, OH.