This paper discusses correlates (not causes) of success in a college chemistry class. It focuses on the immediate and practical concern of identifying those antecedent variables which, because of their close association with success in chemistry, could be used to predict success. Multiple regression analysis determined that the most satisfactory predictors of chemistry grades were measures of mathematical ability, previous study of chemistry, and overall academic achievement. A regression equation was developed which could be used to identify individual students who might, because of inadequate preparation, benefit from tutoring or an alternative course sequence. Suggestions for program development included a cooperative effort toward reducing the likelihood of failure experiences for students through programs which foster cognitive and affective competencies. For those students who do not succeed, colleges should be prepared to offer academic, career, and personal counseling to assist them in evaluating their situation and in choosing wisely among available alternatives. (Author/PC)