With the implementation of the Hathaway scholarship in the state of Wyoming, questions arose regarding the effectiveness of a prescribed set of high school courses (the Success Curriculum) in preparing students for success in college. This research sought to determine the perceptions of academic preparation of students who earned the Hathaway scholarship and attended the University of Wyoming. Research questions addressed the difference in perceptions of academic preparation by matriculation year and Hathaway scholarship level. In addition, the relationship between matriculation year and Hathaway scholarship level with academic success (defined as college grade point average). Finally the research also examined predictors of academic success and gender of the respondents. Students who had received the Hathaway scholarship (N = 2352) who matriculated at the University of Wyoming from the fall of 2005 through the fall of 2008 were surveyed using the UW online survey tool regarding perceptions of academic preparation, perceptions of college, courses they had taken in high school, and demographic questions. Data were combined with items from their academic record from the University of Wyoming. Data were analyzed using several statistical methods. ANOVA was used to determine if groups differed in the areas of academic preparation and effect size was used to illustrate the strength of those differences. Significant differences were found between students who matriculated in different academic years with those matriculating later reporting significantly higher perceptions of academic preparation in science and writing. No differences were found in the area of math preparation. Differences were also noted in academic preparation among the three Hathaway scholarship levels. Positive correlations between academic success and both Hathaway scholarship level and matriculation year were noted. Regression was used to identify factors that predict academic success. Discriminant analysis was used to differentiate between males and females. Females were correctly identified 85.7 percent of the time. Results of this study suggest that the Success Curriculum is having the desired effect of increasing perceptions of academic preparation especially in the area of science. Students at the Opportunity level of the Hathaway scholarship reported significantly lower perceptions of academic preparation in all areas that comprised a preparation index. Effect size calculations indicated a large effect of Hathaway scholarship level on academic preparation. Finally, this study reinforced other research suggesting that gender differences in the areas of academic preparation in mathematics are disappearing, but remain in the areas of science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]