In recent years, student completion of the first-year and second-year college curriculum has become a significant barrier to student success and retention especially at Historically Black Colleges and Universities. Despite low pass and retention rates, many degree programs in the U.S. require at least one college-level mathematics course, and the failure in this math course has contributed disproportionately to the failure to complete the first and second year curriculum. The purpose of this study was to examine the predictability of the relationship between selected personal, academic, and service-related factors and the perceived academic success in mathematics among college students. Specifically, this study was concerned with the predictive power of the variables gender, ethnicity, course schedules, degree program, type of instructional method, tutoring, advisement, and faculty mentoring on the perceived academic success in math among college students. Participants were selected from two higher education institutions located in the southern region of the United States, and they were also administered a Modified Version of the Mathematics Attitudes and Perceptions Survey. A correlational research design was utilized in the present study that allowed the researcher the opportunity to examine the relationship and predictability between two or more predictor variables and one criterion variable. It was expected that selected personal, academic, and service related factors do have some predictive validity with respect to the academic mathematics success of college students. Also, it was expected that service related factors would contribute to the predictability of the perceived academic success in math among college students. Several findings were obtained from the results of this empirical investigation. First a linear relationship was found to exist between the personal related factors of gender and ethnicity, academic related factors academic major, college readiness, traditional instructional method and online instructional method, and the perceived academic success in mathematics among college students. Second a statistically significant linear relationship was not found to exist between the service related factors of tutoring, cooperative learning, and the perceived academic success in mathematics among college students. Finally, the service-related factor of cooperative learning was found to be independently related to the perceived academic success of college students in mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]