As educational leaders struggle to meet state and federal mandates, many students graduate from high school without the skills necessary to meet the demands of a college education. Guided by the tenets of constructivism, this qualitative case study explored college students' perceptions of their college preparedness through math, science, and technology education courses completed in high school. Participants were 13 freshman technology education students at the State University of New York at Oswego. Individual interviews were used to collect data, which were then analyzed by transcribing and coding for emerging themes. Results of the study indicated that students who completed Advanced Placement courses and more than the minimum graduation requirements believed that they had been prepared for the rigors of college. Students in the study also identified time management, studying, and test-taking skills, along with problem-solving and critical-thinking skills, as necessary for college success. Based on these findings, a 3-day professional development seminar was created for high school teachers in New York State regarding the skills students need for college success. This study contributes to positive social change in that teachers may apply its findings by incorporating the skills necessary for college success into their curricula. In this way, the study may lead to an increase in retention rates and graduation rates at the college level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]