A significant number of students who enroll in community colleges are placed in remedial courses for which the credits do not count toward degree attainment. These remedial courses cost the same as first-year, credit-bearing college courses, and research indicates that students who enroll in these courses are less likely to finish their degree (Chen, 2016; Fay, 2020; Martino, 2009). The purpose of this study is to identify the most important high school factors that lead to postsecondary readiness in mathematics at a Western Maryland community college. Research shows that the placement assessment scores alone should not be the sole determining factor in college-level math placement. Identifying key data points with the lowest probability that students will need remediation will be useful to high school students, parents, guidance counselors, and educators at both secondary and postsecondary levels when determining which mathematics courses are appropriate for students. This quantitative study used binary logistic regression to investigate the high-school-related predictors of need for remediation in community college. Secondary and postsecondary data were utilized at the public school and community college levels. [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.]