This causal comparative study examined group differences in college readiness using the "Redefining Ready" college readiness indicators for rural community college students. Additional analysis focused on evidence supporting a high school experience, or combination of high school experiences, that most accurately correlates with academic success in a credit-bearing course placement at the community college level. The study sample included 253 rural community college students who graduated in the class of 2019 from six rural communities in the Midwest. High school academic performance was analyzed based on the "Redefining Ready" college readiness framework guidelines while college success was based on college placement and academic performance during the fall semester following high school graduation. The study concluded that the "Redefining Ready" framework did indicate first semester rural community college success. High school grade point average and a student's ability to successfully pass dual credit college courses while in high school were found to have the strongest correlation with first semester community college academic success. The "Redefining Ready" framework did show statistically significant concerns in terms of the frequency or infrequency of readiness identifications for several demographic subgroups. Most detrimental of those concerns were for females, Hispanic/Latinos, and non-first-generation college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]