The purpose of this paper is to provide an operational definition of college readiness that differs from current representations of this concept primarily in its scope. The paper suggests that, while much has been learned about this phenomenon, particularly during the past 20 years, few systematic attempts have been made to integrate the various aspects or components of college readiness that have been investigated in some depth during this period of time. As a result, college readiness continues to be defined primarily in terms of high school courses taken and grades received along with scores on national tests as its primary metrics. Recent research has shed light on several key elements of college success. Most important for this paper is the realization that a range of cognitive and metacognitive capabilities, often described as "key cognitive strategies," have been consistently and emphatically identified by those who teach entry-level college courses as being as important or more important than any specific content knowledge taught in high school. Examples of key cognitive strategies include analysis, interpretation, precision and accuracy, problem solving, and reasoning. (Contains 1 figure.)