This study examines the academic records of students in the Corpus Christi Independent School District (CCISD) who completed the Scholastic Aptitude Test (SAT). An attempt was made to identify the differences between high, average, and low scoring students on the SAT with respect to course patterns, grade point averages, and standardized achievement test scores. Research was conducted in the expectation that results would provide guidance for promoting procedures to improve SAT scores of CCISD students and reversing the decline of scores. The classification of student course patterns was a major aspect of the study. Several recommendations were proposed to improve student preparation for the SAT. These include informing junior high school students of the purpose of college entrance exams and the level of academic expectation required to succeed on them. All college bound students should be guided in taking the necessary college preparatory courses, especially geometry. Standardized end of course testing should be implemented to ensure that the prescribed course content is being taught. (DWH)