This study assessed the most valid predictors of success of students entering into an undergraduate teacher preparation program in the Commonwealth of Pennsylvania. Using existing institutional data from a small, private, urban university in Philadelphia, analyses of the data identified variables with the greatest predictive ability. The variables were then used to develop a prediction model that predicts performance on the Basic Skills Math Test and Basic Skills Reading Test. The results of this study provide the university with an instrument to identify students most likely to pass the basic skills test and gain entry into the teacher preparation program. The results of this study also provide the Commonwealth of Pennsylvania support for using SAT scores as a measure of proficiency of basic skills in gaining entry into an undergraduate teacher preparation program. Implications of the research on admissions practices, teacher preparation program development, and education reform are discussed in the recommendations. / Educational Leadership