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Students are often unprepared for college. Professors and students should be on the same playing ground when it comes to learning, although, it is a completely different field in the college setting. When transitioning to college, many things begin to change, like how students have to take on a role and responsibility of living on their own. Being motivated to have a positive attitude will make the adjustment easier. Thinking deeper into the class aspect of college, it is operational to go past the how to do things method. Rather, going more in depth about how students think to do things. College life can influence students in either a positive, or negative way, and having a strategy to help students through their feelings and thoughts can make all the difference. (Hazard, Laurie L. and Nadeau, Jean-Paul. 18). Less than 60 percent of students that took the ACT met the standards on the math test, and less than 80 percent met the standards on the science test. Only 0.21 students did better than, or just met the standard scores on the ACT test: Science, English, math, and reading. More than 50 percent of the students that took the exam said that taking ACT’s advocate essential courses. Most courses of which would take at least three years to complete. Students who took English, science, and math earned an ACT score of around 22, while students who didn’t take these classes, earned an ACT score of around 19. This information shows that the reason students don’t take these classes is because many requirements for graduation are requiring less than what the ACT recommends. (ACT Scores Rise 8). With only 68 percent of freshman in high school graduating on time, and more than 30 of them registering for higher education, less than 30 stay in college for a second year. Students who have a skill level that isn’t to their liking tend to drop out. 60 percent of students enrolled in two-year colleges and a quarter of students in four-year colleges need one or more years of prep. More than a quarter of students attending college for four years that have to take more than two useful classes, drop out after the first year of being there. The amount of time that high school students get ready for class is slim. Almost 50 percent of the senior class said that they spend less than four hours per week studying. Freshmen in college tend to spend a lot more time studying than they did in high school. Only .14 percent of high school seniors said that they dedicate 600 minutes to plan for class, when about half of incoming students in college spend around 600 minutes studying. There seems to be a big difference when looking at the study habits of high school seniors, and freshmen in college. Less than 50 percent of high school students say that their schoolwork gives them a greater interest in other things. A partial amount of seniors said that they are pushed to do their schoolwork to the best of their abilities. 1/3 of the seniors were excited for their classes. Some studying customs and ways of doing things might transfer over in the college setting. The capability to read and write, and do higher-level mathematics is crucial to do well in college and in the future. About eight 12th graders claimed to have written less than four papers that were five pages and up lengthwise, and almost a quarter had not written one paper that was five pages and up at all. More than 30 percent of freshmen in college, and more than 45 percent of students at liberal arts colleges claimed that they had written five or more papers that were 19 pages long. The thoroughness of high school classes should be intensified through grades and teachings on what path to take next. To get more information, we need to require more out of parents, school leaders, teachers, communities, and particularly students. (McCarthy and Kuh 664-669). See Xiong had good grades, and took some college-prep classes, and it only made her all the more anxious to do great on