Diverse ethnic groups' motivations and attitudes about academic achievement, and intentions to participate or not participate in varied sport activities is important to our understanding of how best to implement culturally relevant pedagogies in education including physical education, as well as implement relevant health and sport practices that will support positive attitudes and lead to increased achievement motivation and participation; and in-turn, improved health and fitness. The purpose of this study was to examine the motivations and attitudes of high school students regarding academic and athletic achievement. Participants were a diversity of 819 students from ethnically and culturally diverse backgrounds (Asian/Pacific Americans, Blacks, Hispanics, and White Americans) randomly sampled from high schools in a large urban school district in the United States of America. The study was situated in the theoretical orientation of psychological critical race theory (PCRT; Jones, 1998); and frameworks of a dualistic attitude-achievement paradoxical model (Mickelson, 1990, 2001) and a goal perspective theory of achievement motivation (Nicholls, 1984, 1989). The research method was descriptive cross-sectional survey of students in physical education classes. Findings reveal significant differences across diverse groups of students in their motivations and attitudes toward academic and athletic pursues. Findings and implications are discussed in regard to culturally relevant pedagogies for inner-city urban schools.Keyword(s): . NA