The purpose of this study involving predicting academic success in a teacher education program was to determine the relationship among the following factors; scores on the Mooney Problem Checklist (MPC), Kuder Preference Record Vocational (KPSV), Survey of Study Habits and Attitudes (SSHA), American College Test (ACT), and National Teacher Examination (NTE); the number of quarter hours of study completed and quality point average (QPA) in social science, science, mathematics, English, education and psychology, and major teaching field; and overall QPA for a group of 603 students who had completed teacher preparation programs between 1966 and 1971. Results of this study have implications for predicting the success of students in teacher education programs. Generally, it has been recognized that ACT scores are reasonable predictors of success in work taken in the first 2 years of college. Results of the present study indicate that students who were more successful in courses normally taken in lower division work tended to complete the teacher preparation program successfully as measured by overall QPA and scores on the NTE. By examination of all variables included in the study, admission counselors and academic advisors can guide students into appropriate teaching areas, elementary and secondary. (Author/JA)