The purpose of this quantitative research study was to determine the degree to which Licensed Practical Nursing programmatic variables positively correlate with select Tennessee Technology Center institution pass rates on the licensure examination--NCLEX-PNRTM. This study investigated the relationship between the dependent variable of NCLEX-PNRTM success and licensed practical nursing students' scores on comprehensive exit examinations, race or ethnicity, gender, prior educational level, sequence of courses taught, number of theory hours, and number of clinical hours assigned for 1,010 graduates from practical nursing programs in six Technology Centers in Tennessee from 2007 to 2010. The results showed a positive correlation (+0.18) between the Caucasian ethnicity group in one of six institutions, and a significant negative correlation in this same institution (-0.20) in the African-American ethnicity group in relation to success on the NCLEX-PNRTM. A weak negative correlation (-0.13) was also found in one institution in the African-American ethnicity in relation to success on the NCLEX-PNRTM. The hypotheses tested using Chi-square analysis revealed a statistical significance between scoring levels two and three in both Institutions A and B on standardized comprehensive tests in relation to success on the licensure examination--NCLEX-PNRTM. As students scored in level three, they were more likely to pass the licensure examination. This lends support to administration of comprehensive exit examinations. A negative correlation was found in three institutions in the scoring level "Below Level 1" on the comprehensive exit examination and success on the licensure examination. There were no statistically significant correlations found for the variables: gender, prior educational level, course sequences, and theory or clinical hours assigned for each practical nursing program with success on the NCLEX-PNRTM. These findings will contribute to development of further research guiding nursing education programs. Recommendations from the research to further investigate academic variables specific to facility programs will lead to the enhancement of admission policies, remediation policies and curriculum development throughout nursing programs. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]