The Motivated Strategies for Learning Questionnaire (MSLQ) has been a widely used assessment in determining students learning motivation towards their course. There has been a consistent evolution and revised edits of this assessment which provide more specified results for groups of interests. African American students are underrepresented in academic research and it's essential to expand on knowledge as this population continues to enroll in undergraduate studies. Based on their election of STEM studies, motivated learning strategies may be the underlying contribution to their academic success The purpose of this research paper is to further elaborate on the MSLQ over time and distinguish key variables for African American college students. Using a MANCOVA statistical analysis we can observe if variables are different between STEM and non-STEM students while controlling for their overall GPA. Removing this covariate will ultimately provide more meaningful results and increase statistical power for the treatment effect.