Responsibility for academic outcomes is an important factor to consider within the study of student motivation, yet measures for the construct remain elusive and inconsistent. The present study uses a new measure developed by Lauermann and Karabenick to assess students' sense of responsibility for their academic outcomes. This study examined the relationship between perceived academic control, implicit theory of intelligence, and student responsibility. Results were based on a sample of 152 undergraduate students. A significant relationship between perceived academic control and student responsibility was established. Results also indicated a significant association between implicit theory of intelligence and student responsibility; however, contrary to hypotheses, implicit theory did not mediate the relationship between perceived academic control and student responsibility.