The purpose of this quantitative study was to examine whether the method of course placement for the first attempted English and mathematics courses was independent of the student demographic variables of gender, race/ethnicity, and Pell Grant eligibility. The study also analyzed if course success and semester-to-semester persistence were dependent upon the method of course placement into the first attempted English and mathematics college-level courses for all students in the study and among demographic groups identified as interdependent. The population for this study were community college students ages 18 to 25-years old who were enrolled in gateway mathematics and English courses during the Fall 2013, Fall 2014, and Fall 2015 semesters. A Chi-Square analysis was utilized to accept or reject the null hypothesis that no relationship existed between the independent and dependent variables. The results of the study found dependence between method of course placement and student demographic variables of race/ethnicity and Pell Grant eligibility. The study also found dependence between method of course placement and course success, as well course placement and semester-to-semester persistence.