Although college readiness is a centerpiece of major educational initiatives such as the Common Core State Standards, few systems have been implemented to track children's progress toward this goal. Instead, college-readiness information is typically conveyed late in a student's high-school career, and tends to focus solely on academic accomplishments--grades and admissions test scores. Late-stage feedback can be problematic for students who need to correct course, so the purpose of this research is to develop a system for communicating more comprehensive college-readiness diagnoses earlier in a child's K-12 career. This article introduces college-readiness indicators for middle-school students, drawing on the National Education Longitudinal Study of 1988 (NELS), a nationally representative longitudinal survey of educational inputs, contexts, and outcomes. A diversity of middle-school variables was synthesized into six factors: achievement, behavior, motivation, social engagement, family circumstances, and school characteristics. Middle-school factors explain 69% of the variance in college readiness, and results suggest a variety of factors beyond academic achievement--most notably motivation and behavior--contribute substantially to preparedness for postsecondary study. The article concludes with limitations and future directions, including the development of college-readiness categories to support straightforward communication of middle-school indicators to parents, teachers, and students.