This study sought to determine if success and continuance in an accelerated high school mathematics program could be predicted, and which identifying tools would best accomplish this purpose. The sample consisted of 72 tenth- and eleventh-grade students in one high school who were either identified for acceleration or had accelerated on their own. A multiple regression analysis with 21 variables indicated that math 7-8 grades and algebra grades had the highest correlation with both success and continuance in the program. Best for predicting success in accelerated math 7-8 was the combination of Iowa test mathematics total score, sixth-grade mathematics grade, age, and Iowa test total score. Continuance was not significantly predictable unless the math 7-8 grade was used. A class identified during seventh grade had fewer dropouts, while the group that accelerated on their own were 88% boys. It was concluded that if twice as many students were selected to take a math honors course in seventh grade, selection for accelerated eighth-grade algebra could be made using the math 7-8 grade and the maturity of an additional year. A new prediction model for use in the school district was presented for consideration. (Author/MNS)