In 1994, the Chancellor's Office of the California Community Colleges funded a study to determine the effect of pre-, co-, and advisory requisites on target course outcomes at nine community colleges. Quantitative data were gathered on student success in target courses and retention, while qualitative data were collected through spring 1994 surveys of student perceptions of requisites and faculty perceptions of student preparedness in target courses. The study also considered the degree of curriculum alignment between required course exit and target course entrance requirements, as well as the degree of instructional alignment between target course outcomes and actual curriculum and strategies used in the classroom. Outcomes were gathered for 7,512 students grouped by those who completed requisite courses and those who did not. Students who completed prerequisite or advisory courses in computational and communication skills were found to be more successful in target courses than students who did not. In addition, results from faculty and student surveys were very similar to those of the quantitative data. Instructional alignment of target courses ranged from moderately to highly aligned, with requisites having a positive effect on student outcomes. Age was the only additional measure beyond requisite preparation that had any effect on student outcome, with older students more likely to succeed than younger students. The student survey instrument is included. (TGI)