This study investigated the relationship of standardized test scores and locally developed test scores to course placement and academic success in a developmental program. The sample consisted of 281 students who matriculated in the Division of Developmental Studies at a southern university. Eligible students for enrollment in Developmental Studies were those who were denied regular admission because they did not meet minimum admission standards. Students in the program are required to demonstrate proficiency in the course areas of English, reading, and mathematics before exiting the program. The variables are indices of performance that are used to place students in the appropriate developmental courses. Consistent across the three areas is the use of the high school grade point average (HSGPA), the Scholastic Aptitude Test (SAT) score, Basic Skills Examinations (BSE) designed and mandated for use by the University System Board of Regents, and supplemental tests. Results indicated that the SAT scores and HSGPA continue to be good predictors of academic performance. The BSE scores correlated highly with the appropriate SAT score and are of value for placement and prediction purposes. (DWH)