This paper explores relationships among grade point average (GPA), SAT scores, and Praxis I and II scores for traditional undergraduate preservice teachers, describing the development of an instrument to assess teaching skills. Participants were students from eight graduating classes at Elizabethtown College, Pennsylvania, from 1994-2001 (elementary and early childhood education majors). Data collected on these students included SAT scores, GPA after 1 year, final GPA, and scores for seven Praxis tests (e.g., general knowledge, communication skills, professional knowledge, and principles of learning and teaching). Three subgroups were formed using final GPA, total SAT, and the Praxis general knowledge score-students who scored between +1 and -1 standard deviation from the mean, students who scored one standard deviation or more above the mean, and students who scored one standard deviation or more below the mean. Overall, there were moderate to high correlations between total SAT scores and final GPAs, total SAT scores and Praxis test scores, and final GPAs and Praxis scores. In many relationships investigated, the correlation coefficients for the high and low groups were quite different. The low group maintained its identity on all variables tested even as the overall group went off in a different direction. (SM)