Basic teacher certification examinations serve as the primary tool for assessing the academic readiness of candidates to enter teacher education programs in many parts of the United States. However, data indicate that teacher examinations disproportionately hinder diverse individuals. Current research has linked Florida's General Knowledge, Florida Teacher Certification Examination (FTCE) with the stagnation of qualified teacher education applicants but has failed to investigate the examination specifically. The purpose of this quantitative correlational study was to examine the relationship between test-taker characteristics and the number of attempts test-takers required to pass the General Knowledge FTCE at a Southeastern U.S. public university. Astin's (1993) input-environment-outcome (I-E-O) model guided the study by suggesting test-taker characteristics may be related to the test-taker outcome of passing the General Knowledge FTCE. I utilized Spearman's rank-order correlation and Pearson's chi-square test to analyze the relationship between academic and demographic characteristics of the sample (N = 623) and the number of General Knowledge FTCE attempts. The study did not find a statistically significant relationship or difference between grade point average (GPA), first-time-in-college (FTIC) status, transfer status, or gender and the number of General Knowledge FTCE attempts. A small negative monotonic relationship between age and the number of General Knowledge FTCE attempts and a statistically significant difference between race and the number of test attempts were found. I discuss implications pertaining to the need for further research on the relationship between age and teacher certification examination success, alternative teacher certification assessments, and General Knowledge FTCE score reporting. [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.]