Public health is a profession that focuses on preventing disease, disability and death, and promotes health policies and programs at a population level (Centers for Disease Control and Prevention [CDC] Foundation, 2019). The field has experienced a decades-long workforce shortage where on average 250,000 more trained workers are needed in the market to meet demand, with the most severe shortage existing in the public employment sector (Miles-Richardson, 2019; Robin et al., 2019) which consists of local, state or federal health departments or agencies, and public universities and hospitals (Sackman, 2019). The field of public health has also experienced skill gaps among its existing workforce where workers have largely been trained in non-public health disciplines such as nursing or management (Barna, 2019; Gebbie et al., 2002; Halverson, 2019; Yeager et al., 2016). These workforce supply and skill gaps create challenges for the field in carrying out its mandate to prevent disease, disability and death (Yeager et al., 2016). Graduate public health schools and programs are essential to minimizing the workforce shortage and strengthening skills of the workforce. The number of applications submitted to graduate public health programs has grown each year, and yet the number of new enrollments, and number of graduates has not kept pace with this growth (Association of Schools and Programs of Public Health [ASPPH], 2021). While over 50,000 applications are submitted each year from an estimated 20,000 students, on average 12,000 graduate public health students enter accredited programs, and a slightly lower number of students (just over 10,000) graduate from those programs each year (ASPPH, 2020; 2021). Within the professional public health pipeline, opportunity exists to train more students in public health competencies (Breidenbach & Irwin, 2016; Council on Education for Public Health, 2016), and produce more trained graduates who enter the public sector of the workforce. If public health program admission committees know which factors help students succeed in their programs, they can admit students who are most likely to attain the skills employers seek, graduate from their programs and contribute their skills to the workforce and specifically, the public sector of the market. This dissertation shares findings from a study that answered the question "What factors predict graduate public health student success and public sector job outcomes?" This research identified predictors of foundational course grades, GGPA, and public sector job placements which are important outcomes in the field (ASPPH, 2019b; CEPH, 2016; NBPHE, 2020). The study took place at the University at Buffalo, a large, comprehensive, research-intensive public university in the Northeastern United States. A secondary data analysis was conducted using logistic and linear regression on records from 564 graduate public health students between 2010 and 2020. This dissertation presents results from this study, and their implications for graduate public health admission committees to admit students most likely to achieve important public health student outcomes and minimize the workforce shortage and skill gaps in the field. [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.]