Student background factors and college entry factors which might predict performance on the Florida Teacher Certification Examination (FTCE) were examined. The predictor variables, lower- and upper-level grade point average (GPA), American College Testing (ACT)-English, ACT-Math, ACT-Social Science, ACT-Natural Science, and ACT-Composite, were examined for their relationship to performance on the FTCE-Math, FTCE-Reading, FTCE-Professional Practices, and FTCE-Writing tests. Also examined was the relationship of race, sex, type of lower level college (community versus four-year college), educational major, and campus where degree was completed (Tampa versus regional campus) to FTCE performance. The sample included 400 University of South Florida graduates. Pearson correlations showed ACT-Composite and ACT-Social Science to be the best overall predictors of FTCE performance, and lower-level GPA the poorest. With the predictor variables at hand, stepwise regression accounted for the most variance for criterion variables, FTCE-Math and FTCE-Reading. It accounted for the least variance for the criterion, FTCE-Writing. A cross-validation being a random split on the population of scores produced R-squared values comparable to those generated for the entire population, thereby confirming the accuracy of the regression results reported. (Author/PN)