The purpose of this quantitative study was to explore readiness to take the North American Pharmacist Licensure Examination (NAPLEX) and the potential impact of organizational factors on candidates that graduated from a pharmacy degree program. In addition, this study explores candidates' experiences in preparing for the licensure examination, including institutional supports and resources. The National Association of Boards of Pharmacy (NABP) administers the NAPLEX, a competency-based test that measures a candidate's knowledge of pharmacy practice. Candidates must pass this assessment to gain a license to practice pharmacy. Bandura's self-efficacy theory and NAPLEX licensure standards frame the study to measure candidates' NAPLEX Self-Efficacy. A conceptual model includes six (6) research questions to test the relationship between NAPLEX Self-Efficacy and organizational factors, including Professional Competencies, Collegial Relationships, Support Services, Curriculum Delivery, and Organizational Climate. The NAPLEX Candidate Self-Efficacy Questionnaire was administered electronically to a target population of 125 NAPLEX candidates that graduated from a historically black university pharmacy program in the Southeastern region of the United States. Findings show a strong relationship between each organizational factor and candidates NAPLEX Self-Efficacy. The candidates in this study are confident in their ability to pass the NAPLEX on the first attempt. The study implications are that the HBCU pharmacy program successfully assesses and enhances these candidates' readiness to take the NAPLEX and practice in their respective fields. Understanding the relationship between organizational factors and NAPLEX Self-Efficacy can offer an opportunity for higher education institutions to investigate evidence-based pharmacy education practices and target interventions for candidates at risk of failing the NAPLEX. Furthermore, understanding the candidates' licensure readiness can help pharmacy program administrators identify factors that influence program outcomes and provide high-quality instructors and resources to enhance student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]