The study explored the qualifications of learning-disabled college students by examining the academic performance (first year grade point average--GPA) of 179 learning-disabled and 249 nonlearning-disabled students classified by two objective admission criteria--either Scholastic Aptitude Test (SAT) or high-school class rank. Overall, the scores of the learning-disabled group were approximately .5 standard deviations lower than those of nondisabled students for high-school percentile rank, SAT verbal, SAT math, and first year GPA. Stepwise multiple regression analyses showed that high-school academic achievement was the best predictor of college GPA, with SAT verbal scores also contributing to the prediction. SAT math scores and learning-disabled versus nonlearning-disabled categorization did not add to the prediction of college academic performance. An additional comparison of high and low academically achieving learning-disabled and nondisabled students found that percentile rank in high school class correctly classified 92% of low academically achieving learning-disabled students but only 28% of the high-achieving students. Includes 8 tables/figures and 13 references. (DB)