Pre-service teacher preparedness is a measurement of a teacher candidate's ability to become an effective teacher (Clark, Byrnes, & Sudweeks, 2015). A growing number of Educator Preparation Providers' (EPPs') accrediting agencies are insisting that to improve pre-service teacher preparedness, EPPs must increase the rigor of their admission criteria. However, the research is inconclusive regarding if a relationship exists between admission criteria and pre-service teacher preparedness. Therefore, the purpose of this study was to investigate the relationship between the Educator Preparation Provider's (EPP's) current teacher education program admission criteria and pre-service teacher preparedness measurements to determine if the EPP should increase its admission criteria. The decision was based on the results of the following research questions: (1) Which of the EPP's Teacher Education Program (TEP) admission criteria are statistically significant in predicting pre-service teacher preparedness?; and (2) Which TEP admission criteria value is statistically significant in predicting pre-service teacher preparedness? Multiple linear regression analysis was used to examine the relationship between the three independent variables of admission criteria and the dependent variable of teacher preparedness. Results indicate no significant relationship between admission criteria and teacher preparedness. Findings were used to create a recommendation regarding the EPP's admission criteria to the teacher education program. [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.]