The predictive validity of the Comparative Guidance and Placement Program (CGP) tests for two diverse curricular groups was examined. Three methods for developing predictive equations were compared. The CGP was administered to 417 Liberal Studies and 316 Business Technical students at a New England community college. Principal component analyses and varimax rotations were employed for each curricular group. Three multiple regression procedures were run to predict end-of-freshman year grades. Predictors were component, scale, and raw scores. or both groups, R's near .50 were found; cross-validation R's near .53 and .43 were found for the two groups. Incremental validity associated with adding high school grades to the equations is presented. The predictive equations are compared in light of comments by Darlington (1968) and Rozeboom (1966). (Author)