Transcripts of 19,736 students who consecutively attended Florida high schools for four years and graduated in the spring of 1994 were analyzed to determine how course choice, grades, tenth grade standardized test score results, race, and gender affected performance on a computerized placement test (CPT) administered upon entry to community college in the fall of 1994. A High School Performance (HSP) variable for math and English was constructed to account for differences in number of courses completed, degree of course difficulty, and course grade. Math and English HSP, 4-year cumulative grade point average (GPA), percentile rank on Grade Ten Assessment Test (GTAT) in math and reading, race and gender all had significant effects on the probability of passing the CPT. Math HSP had a larger positive effect on passing the Math CPT than GPA or GTAT. This was not the case for the Reading or Writing CPT subtests where GTAT had the larger effect and the magnitude of English HSP and GPA was about equal. Students can raise the probability of passing the Math CPT if they take more difficult math courses in high school, even at the expense of lowering their GPA. (Contains 5 tables and 3 figures.)