Predicting student success has long been a question of interest for postsecondary admission counselors throughout the United States. Past research has examined the validity of several methods designed for predicting undergraduate success. High school record, standardized test scores, extracurricular activities, and combinations of all three have historically been successful predictors. However, in recent years, standardized test scores have become less effective for placing students in lower level mathematics courses; placement exams such as Accuplacer[R] have taken their place, especially in community colleges where no standardized test scores are necessary for admissions. This paper comprises a literature review of past research devoted to predicting community college success. Various state high school graduation requirements were examined as well as the issues surrounding high school mathematics proficiency and its lack of connection to college readiness. Academic aptitude factors--gleaned from high school transcripts analyzed to determine their influence on the need for remedial mathematics as determined by the mathematics portion of the Accuplacer[R] placement exam--were also examined. Significant variables found to influence the probability of remedial mathematics for community college freshmen were overall high school performance determined by the nonweighted high school grade point average (GPA), taking a math class beyond the state-required sequence, and the socioeconomic status of the high school. (Contains 3 tables.)