The implementation of California Assembly Bill (CAB) 705 has impacted how students enroll into Physics courses. This paralleled anecdotal evidence of a decline in student mathematical abilities. The goal of this research study was to determine the existence of a relationship between CAB 705 and student success in specific Physics courses. This study utilized the Achievement Goal Theory as its theoretical framework, along with a conceptual framework based on academic major. A quantitative research methodology was chosen for this study along with a non-experimental research design. The population consisted of community college students sampled from a single institution. This sample consisted of students enrolled in one of three Physics courses at a specific institution in Southern California. Secondary data regarding the student performance and success was collected via the sampled institution's dashboard system. Independent Samples t-Tests were performed on this data after its normality was verified. The absolute values of all t-Stat values were below their respective t-Critical values, and all probabilities were below the significance level of 0.05. These results indicated that there was a statistically insignificant probability that the null hypothesis could be rejected for all research hypotheses. Consequently, the answer to all research questions yielded no statistically significant relationships involving the implementation of CAB 705. A key implication of these results is their usage to justify the ineffectiveness of placement exams and enrollment into remedial courses. To improve this study, it is recommended to utilize a power larger than 0.8 to reduce the influence of potential outliers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]