A study of a continuous quality improvement effort at Auburn University (Alabama) is reported. The study investigated variables predicting which students are at risk of failure. Data were drawn from the records of pre-engineering students enrolling at the university in fall terms of 1991 and 1993-95 (n=2,505). Data sources included achievement tests, high school transcripts, several standardized psychometric tests, freshman survey results, college grades, and exit questionnaire responses. Results are presented concerning the proportion of white and black pre-engineering students making a successful transition to the engineering program, correlation between college entrance examination scores and college grades/program completion, the predicted impact of raising entry standards, racial differences in achievement in pre-engineering, sex differences in achievement, correlation of personality factors and achievement, relationship of persistence to student use of time, program elements that students liked or disliked, and reasons offered for leaving engineering. Results of a survey of students (undergraduate and graduate) and faculty in the college of engineering, designed to identify factors important in improving the program (curriculum, accreditation, financial support, post-graduation employment, group working experiences, course attributes, cooperative experience, instruction) are then summarized. (MSE)