College admissions requirements can be a powerful force toward improved student achievement in high schools and colleges. In January of 1982, California State University adopted more rigorous admission requirements, to become effective in the fall of 1984. Since that decision, morale of high school teachers has improved, and expectations and course criteria have influenced course content. College professors have worked closely with their high school counterparts to devise curricula, understand each other's problems, and participate in summer institutes. In addition to secondary/postsecondary collaboration, the involvement of the private sector has produced funds. Prior to the admissions change, a series of exploratory discussions with high school and junior high school teachers, counselors, administrators, and school board members was conducted. Thus, university faculties and high school staff participated in shaping the specifics of the new requirements, and the response by those in secondary education has been positive. Finally, it can be assumed that higher admission standards will not necessarily jeopardize college enrollments; rather, the expectation is that few students will be blocked by more requirements, and more will persist due to better preparation. (BJD)