Community colleges often employ measures to determine student course placement. Though much research has examined the predictive validity of placement measures such as ACT or high-school GPA, little research examines the effects of students' traditional and non-traditional status. Using data from a rural state community college, we examined the predictability of high-school GPA and ACT scores on college GPA and passing math and English courses. The results confirm previous research that finds high-school GPA to predict better than other placement measures. The results from the analyses of traditional and non-traditional students add to the placement literature by suggesting that the number of years between high-school graduation and community college attendance also affects overall success. This signifies that the number of years since a student graduated high school should be factored into placement decisions.