In an effort to verify that the library research skills that comprise the library media instructional program at the Columbus (Ohio) School for Girls are those that college librarians would regard as essential, a questionnaire was mailed in February 1987 to the undergraduate libraries of 142 colleges and universities most often attended by graduates of this secondary school or known to have especially strong undergraduate bibliographic instruction programs. The response rate was 62.7%. The responses to 13 of the 16 questions on the survey are discussed in this paper. These particular questions were selected for their broad subjectivity and wide implications for high school librarians in terms of bearing most directly on the issue of transition to college (e.g., most significant resources, additional resources, problems of freshmen, basic proficiencies, and articulation and cooperation). Two major inadequacies are identified in the concluding discussion: the lack of established, articulated standards for the preparation of college-bound students; and the lack of a requirement for proficiency in research and information skills in either the high school curriculum or the college admission process. Emphasizing the importance of bibliographic instruction in high school, the paper suggests two remedies for the above named deficiencies: the inclusion of information/literacy skills in the criteria for college admissions, and the testing of incoming freshmen in these skills as part of the English placement exam. (10 references) (CGD)