This paper investigates the influences of traditional kinds of verbal and quantitative achievement and aptitude variables on high school foreign language achievement, as measured by Modern Language Association and University of Washington tests of language skills administered to entering college students. The report focuses on: (1) the sample and its properties, (2) Washington Pre-College (WPC) Test variables, (3) an ordinal measure of association, (4) partial gamma, (5) relationships between language skills, (6) language skills and WPC attainments, and (7) French, German, and Spanish tests. Several tables of statistical data illustrating the associations in gamma coefficients between WPC variables and language skills in French, German, and Spanish are included. (Author/RL)