The relationship between spelling achievement and academic achievement in community college students was investigated in this quantitative study. The research questions focused on whether a brief (under 15 minutes) spelling screening assessment may or may not predict student academic achievement of course grade points earned in an entry-level English class or cumulative grade point average. Demographic and descriptive data were also analyzed. A linear regression analysis design was used in this study. Participants for the study were 55 students from two geographically distant campuses of one community college in the Commonwealth of Virginia in the Mid-Atlantic region of the United States. Students were assessed during their first semester of college while enrolled in credit-bearing entry-level English courses. The results of the first linear regression analysis showed that the Upper-Level Spelling Inventory (USI) scores did not significantly predict English course grade points earned. The results of the second linear regression analysis showed that USI scores did not significantly predict cumulative GPA. It is recommended that future research replicate the present study on a much larger and geographically extensive sample. [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.]