This study explores the degree of alignment between high school mathematics and language arts assessments and community college placement examinations in widespread use in California. The study was conducted in two stages. The first stage analyzed the variety of placement exams used to determine their core content. The second stage analyzed the content of the placement exams with respect to the content of high school exams using a content alignment methodology developed by Webb (1997, 1999). Results indicate that while some areas showed acceptable levels of content alignment, others did not, particularly in mathematics. Suggestions and recommendations to improve the alignment between secondary and post-secondary testing systems are provided. (Contains 7 tables.)