Do students who focus on some content areas in high school chemistry have an advantage over others in college chemistry? Published research on high school preparation for college science dates back as far as the 1920s, but results have been mixed. This manuscript seeks to answer this question through the use of a broad-based survey of 3521 introductory college chemistry students. This study provides descriptive analyses showing the distribution of high school content experiences reported by college chemistry students from 31 four-year colleges and universities in the United States. The results indicate that stoichiometry rises above seven other topic areas studied in high school as most strongly predictive of college chemistry success. In addition, three mathematics background predictors, including calculus background, were found to be highly significant. (Contains 5 figures, 5 tables, and 6 notes.)