This study concentrated on three problems dealing with academic backgrounds related to achievement in college freshman programs in chemistry. One problem was related to the high school science curriculum. The other problems involved the possibility of devising a prediction scheme based on a student's academic background, and the possibility of making a critical analyses of the existing program in the University of South Dakota at the time of this study. The sample for the study consisted of all students enrolled in freshman chemistry 1a, 3b, and 5b during the 1970/71 and 1971/72 academic years. Data were obtained from student questionnaires, permanent students' records, chemistry and biology departmental records and interviews of students, and of professors teaching the course. Major findings showed the percentile rank of students to have highest correlation with achievement. High school grade point average (HSGPA) had a lower correlation than either high school mathematics or chemistry grades with chemistry achievement. Students who had traditional chemistry in high school achieved as well in freshman chemistry as those having had CHEMS. It was recommended that a standardized First Hour Examination in chemistry be a regular feature of the freshman chemistry program. (Author/EB)