This paper examines potential relationships between students' reading proficiency and performance in general psychology classes. The primary research objective was to determine if there existed a relationship between reading level, as measured by a student's initial ACCUPLACER reading placement, and performance in a general psychology class, as measured by final course grade. Successful performance in general psychology consisted of course grades A, B, or C; unsuccessful performance consisted of course grades D, F, PR, or W. Analyses of the data showed that the relationship between reading level and performance in General Psychology, as defined by success rates, was not significant. However, significant differences in performance outcomes were observed for students who had developmental (Reading 030 and below) and non-developmental (Reading 513 and 100) reading placements. When the analysis was restricted to students who received grades that were used to calculate grade point average, the data showed that non-developmental students received significantly higher grades than developmental students. The mean grades received in general psychology by developmental (1.76=D) and non-developmental reading students (2.36=C) differed significantly. To obtain a more accurate measure of student reading ability, it is important that ACCUPLACER reading placements are adjusted to incorporate instruction in developmental reading coursework. (JA)