The main objective of this study was to determine the effect of student organizational alienation on the subsequent involvement of students in their academic activities. Using the Student Organizational Alienation Scale as a contextual measure of student alienation, four major hypotheses were derived and tested. It was hypothesized that there would be a negative relationship between the Student Organizational Alienation Scale, with its components Failure, Conflict and Short Time Perspective, and student academic involvement defined as Cooperation, Dedication, Performance and Aspirations. The results revealed that, in general, the hypotheses were supported. Only the relationship between the alienation scale components and the student academic involvement component, Performance, failed to be supported consistently. The influence of several control variables were considered. The variables controlled included perceived intelligence, age, socio-economic status, and sex. In addition, the dependent variable, aspirations, was also controlled for examining the relationship between alienation and the other dependent variables in view of its highly significant relationship to other measures of student academic involvement. Of all the control variables introduced only socio-economic status and aspirations appeared to have an effect on the strength of the measured relationships.