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The purpose of this quantitative correlational study was to examine the predictive relationships between selected high school academic indicators and mathematics placement exam performance among first-year undergraduate students at an anonymous liberal arts college in the United States. Grounded in Messick’s unified validity theory, the study investigated whether ACT Math scores, adjusted high school GPA, and high school class rank predicted mathematics placement exam performance and subsequent course success. A quantitative correlational design was employed using archival institutional data. Pearson correlation analyses, multiple linear regression, and logistic regression analyses were conducted using JASP to examine relationships among the study variables. Results indicated ACT Math scores and adjusted GPA were significant predictors of mathematics placement exam performance and course success outcomes. High school rank demonstrated a weaker predictive relationship but contributed to the overall predictive models. Findings further indicated combined predictor models provided stronger predictive power than individual variables independently. These results support the use of multiple academic indicators in mathematics placement decisions and provide evidence for the predictive validity of multi-measure placement practices. The findings also suggested comprehensive placement models may improve placement accuracy, support equitable educational opportunities, and contribute to improved student success outcomes in postsecondary mathematics education.