This research attempted to determine variables predictive of success in mathematics achievement among pre-service teachers at UMKC. It was conducted during the Winter 2006 semester at a medium-sized urban university. The participants (all students enrolled in geometry courses) were invited to volunteer; 49 agreed to participate. Three structured performance surveys were used to gather data: an information sheet, a beliefs survey, and a study habits survey. The fourth measure used was the final course grade. Logistic regressions were used to determine whether race, age, gender, SES, mathematical ability, beliefs, and study habits were predictive of successful achievement in pre-service mathematics courses. They found that race and age were the only significant contributors to success in the content class studied. The research also looked at trends among the predictive variables and their interactions. No significant interactions were found. Interesting differences in beliefs and study habits were discovered between the sample and non-successful students, but the small sample precluded the ability to determine statistic significance.