The majority of high school students, particularly underrepresented minorities (URMs) from low socioeconomic backgrounds are graduating from high school less prepared academically for advanced-level college mathematics. Using 2009 and 2010 course enrollment data, several statistical analyses (multiple linear regression, Cochran Mantel Haenszel [CMH] Chi-square test, and independent t-test) were conducted to examine students' readiness in select college mathematics courses in a four-year public university in the United States. A multiple regression analysis shows that SAT-Math scores marginally contribute to students' performance in college-level mathematics. The CMH?[superscript 2][subscript MH] test shows a statistically significant difference in the row means score between male and female students and regular and special admitted students. The results of the independent t-test shows significant difference between majority White and URMs' performance in select math courses.