While higher education institutions seek to increase college admissions' predictions of student success, they have largely overlooked examining possible impacts of online distance education classes completed in high school. Using information from an undergraduate honors program, this study analyzed whether an indicator of undergraduate student success can be influenced by such courses. The results suggest that high-achieving Florida Virtual School students admitted to an honors program do not graduate at a higher rate than students who have not completed online distance education classes. However, the study provides a method that can address the sample limitation and guide future research to determine how postsecondary non-honors student applicants are affected by online distance education courses completed in high school. [For the complete proceedings, see ED590245.]