Physics is a fundamental science course and can be valuable to all students, however, enrollment at the high school level is low. This study tries to identify factors that influence high school student enrollment and achievement. Raw data was obtained from the New York State Education Department on magnetic tapes with over 300,000 records containing information about individual classes. From the data sets, variables determined to be appropriate for the model were selected, the latent variables identified, and their relationships explored. There are six major points identified in the study: (1) there has been little change in enrollment in the past 20 years; (2) school level variables, including size of school, instructional facilities, and teacher experience have the strongest relationship to physics enrollment; (3) variables external to the school have the biggest impact on physics achievement; (4) larger schools have disproportionately fewer students enrolled in physics; (5) schools with a higher percentage going to college have a greater physics enrollment; and (6) in schools with a higher percentage of females enrolled in physics, the relationship between achievement in previous science courses and physics achievement is much stronger. (PR)