In fall 1986, a study was conducted at Florence-Darlington Technical College (South Carolina) to measure the reliability and validity of the TEC-MAT, a newly developed entrance test. The TEC-MAT instrument, a criterion-referenced test consisting of 100 items assessing numerical skills, was field tested among a group of entry-level freshmen already accepted into the program. The study sought to determine if there were any significant correlations between the TEC-MAT and the Scholastic Aptitude Test (SAT), the Career Planning Program (CPP) test, and the Test of Adult Basic Education; to measure the content validity and objectivity of the TEC-MAT; and to evaluate whether the TEC-MAT test was correlated with measured student success. Out of 980 entering freshmen, 291 students volunteered for the study. Participant results on the TEC-MAT were compared with their scores on the traditional entrance tests and correlated with first-quarter grade point averages (GPAs) and mathematics course grades. A sub-group of students were retested on the TEC-MAT the following week to measure test reliability. Study findings included the following: (1) the test-retest correlation was found to be moderately high for 101 observed pairs; (2) four mathematics instructors, who evaluated the TEC-MAT for content validity, reported that the test showed little difference from the Modular Analysis of Learning Difficulties test; (3) objectivity, which was measured in terms of item difficulty and item discrimination, was found to be fairly high; and (4) correlations with GPA indicated that the TEC-MAT was as predictive of student success as the SAT-MATH portion and the CPP test. (PAA)