This study attempted to identify indicators of success for developmental education students, particularly underprepared African American students enrolled at a predominantly Black university. The sample for the study included 922 students who responded to an 8-item questionnaire, which consisted of both traditional and non-traditional variables. The variables included gender, race, race of high school teachers, number of years of high school mathematics, number of years of high school English taken, student's plan to go to college, sources of assistance in high school, whether the student felt prepared for college, intended college major, intended minor, place of origin, credit hours attempted, credit hours completed, and placement scores. Commonality analyses were undertaken and the development of a linear structural equations model is proposed. The results of the ongoing study suggest the importance of monitoring students so that they register for an appropriate number of credit hours and an appropriate combination of courses. Included are 2 tables, an appendix containing the questionnaire, and 17 references. (Author/JB)