The study was designed to determine the variables which may be strong indicators of possible failure or difficulty on the minimum competency test (MCT) for 88 handicapped seniors (learning disabled, mildly retarded, and emotionally disturbed). Fifty-six Ss had not successfully passed the MCT prior to their senior year, while the comparison group consisted of 32 handicapped students who had been successful prior to their senior year. Ss were administered a battery of tests to determine eligibility or whether special education services should be continued. Findings revealed that sex was a significant factor in determining success while race was not a significant factor. Further, data revealed significant relationships between verbal, performance, and full scale IQs as related to minimum competency reading and mathematics results when treatment and comparison groups were combined. Recommendations are made for further research. (CL)