With a steady increase of virtual learning courses taught throughout K-12 education, limited empirical research exists to allow educational leaders and policy makers the ability to accurately identify student demographic characteristics that correlate to the acquisition of virtual course credit (Barbour, 2009). The purpose of this quantitative study was to test the relationships between student demographic characteristics, academic achievement, and virtual course completion for 9-12 grade high school students enrolled in a virtual school program offered by a large school district in Southeast Texas ( n=500). The predictor variables (grade level, ethnicity, gender, and cumulative GPA) and the outcome variable, course completion, were extracted from deidentified data within the student records. A Spearman rho correlation test was conducted for each research question to determine the relationships between the predictor variables and course completion (Creswell, 2014). The results confirmed there is a statistically significant relationship between all of the predictor variables and course completion. Recommendations for future research include the collection of data from multiple school sites, a more diverse student population and a change in how the variables were measured using archival data. [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.]