The admissions process at Fayetteville Technical Institute (FTI) currently relies on high school class rank, prior academic performance, and an admissions interview for placement. Faculty concern about students' writing ability prompted a review of the placement test program, which resulted in a recommendation to include a measure of grammatical achievement in the admissions test battery. A study was conducted to examine the feasibility of using the Language Usage section of the Differential Aptitude Tests (DAT) as an admissions screen and placement tool. The test was administered to 79 students enrolled in fall 1985 associate degree freshman English classes. Test scores were compared to final course grades, revealing a statistically significant difference between the test scores of the successful and the unsuccessful students. The study showed that all scores over 45 (of 50 possible) resulted in a course grade of C or better, while 87% of the scores between 35 and 44 resulted in a C or better. Based on study findings, an expectancy table was developed for admissions counselors to use as an additional tool for the placement of students with deficiencies in English grammar and it was recommended that the Language Usage subtest of the DAT be included in FTI's admissions test battery. (Author/EJV)