Fifteen commonly available measures of achievement and intelligence are analyzed for a test group of high-ability physics students in an attempt to establish their contributions to the variance of physics scores in a college physics course. Two regression equations are given for prediction of success in physics for this group. It is concluded that: (1) success in physics for this group is not significantly correlated with measured Otis I.Q., social studies subtest of ACT, high-school grade-point average, or rank in high-school class; (2) there is no advantage or disadvantage for the test group in having taken physics in high school; (3) better evaluation practice is needed at the college-physics level in order to extend the study; (4) better evaluation instruments are needed for testing high-ability students.