This study set out to answer the question, "What are the components of high school courses that prepare students for successful entry into postsecondary education without the need for remediation?" Ten schools were identified where, in 2001 and 2002, students achieved scores on the ACT Assessment that made it likely they would succeed in first-year college courses in English, mathematics, and science. The students in the courses studied were provided key academic resources that previous research supports as having a positive effect on student learning: high-level content, qualified teachers, flexible and responsive teaching, and extra student support when needed. The report includes model course syllabi and descriptions of key courses in English, mathematics, and science drawn from the materials submitted by the teachers, interview transcripts, and classroom observations. These sets of course-specific descriptions and materials can be used to facilitate reevaluation of high school curricula that will prepare all students for college and work. Based on the findings, recommendations include: (1) All students should be provided with a rigorous college-oriented curriculum; (2) All students should have the benefit of teachers qualified to teach these rigorous college-oriented courses; (3) All students should be provided with help outside the classroom when needed; and (4) The content of current core preparatory courses should be reevaluated to ensure that they are focused on the rigorous skills needed for college and work readiness. (Contains 4 figures and 6 tables.)