The records of 53 students in an introductory biology class at Fulton-Montgomery Community College were examined to determine the effect of selected variables on success in the course. The independent variables tested were age, sex, vocabulary and comprehensive grade placement levels (GPL) on the Nelson-Denny Reading Test, and whether or not the student had taken biology in high school. The final grade in the course served as the dependent variable. Multiple regression analysis was used to establish predictor equations for the success of various subgroups. Results indicated: (1) scores on the Nelson-Denny Reading Test showed significant positive correlations with final grade in introductory biology; (2) age interacted with reading scores to increase the prediction of success; (3) both high school grade point average and rank in graduating class were shown to be statistically significant in predicting academic success; (4) for females who had not taken high school biology, the final grade in the college introductory course was strongly dependent on the comprehension GPL; and (5) for males without high school biology, the final grade depended on vocabulary GPL rather than comprehension GPL. Two tables in the text present descriptive information on the sample of students and display partial analysis results. (DR)