This study examined the role analogical reasoning plays in Miller and Brickman's (2004) model of future-oriented motivation and self-regulation. Analogical reasoning was tested in varied roles with three variables from the Miller and Brickman (2004) model of future-oriented motivation and self-regulation in an effort to assess whether a more significant proportion of variance is accounted for in academic achievement as a result of adding analogical reasoning to the aforementioned model. There were 192 college student participants from a large mid-western university involved in the present study. The results from zero order correlations employed in this study indicated that analogical reasoning was not statistically significantly related to the three Miller and Brickman variables, personally valued future goals, instrumentality of schooling, and self-regulation. However, results from alternative path analyses suggest a role for analogical reasoning in the Miller and Brickman (2004) model. Taken in conjunction with a statistically significant correlation between analogical reasoning and academic achievement, these research results warrant further investigation into the role analogical reasoning plays in the Miller and Brickman (2004) model and the resulting impact on academic achievement.