The International Baccalaureate (IB) works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. This three-phase study prepared by the Educational Policy Improvement Center (EPIC) on behalf of the International Baccalaureate Organization explored the impact of the International Baccalaureate (IB) Diploma Programme on college readiness by examining the academic and non-academic preparation of students who participated in IB Diploma Programmes in high school. The first phase of this study involved analyses of academic indicators of college success using extant data for IB/Honors and Non-IB/Honors students between 2005 and 2012. In the second phase, IB/Honors and Non-IB/ Honors students took a postsecondary version of CampusReady, a self-report instrument that gauges metacognitive, cognitive, and college adjustment behaviors and attitudes mapped to the Four Keys to College and Career Readiness: (1) Key Cognitive Strategies; (2) Key Content Knowledge; (3) Key Learning Skills and Techniques; and (4) Key Transition Knowledge and Skills. EPIC employed a qualitative methodology in the final phase to more closely examine how IB/Honors students differed in preparation and college experience from Non-IB/Honors students. The following are appended: (1) T-Chart of IB Diploma Programme Components; and (2) Attribute Sort Responses.