Researchers describe results from a longitudinal study of variables predicting retention in undergraduate teacher education. Selected teacher candidates' background characteristics were correlated with undergraduate grade point ratio (GPR) as a measure of academic success. The sample consisted of 657 candidates in an initial course in teacher education. Data collection included the following: high school GPR; SAT scores; other pre-enrollment information such as parents' occupations and educational levels; and scores on McCarthy's Learning Type Measure (LTM) which reports four learning preferences or types. Multiple regression analysis revealed five significant variables that predicted first-year spring GPR in descending order: 1) SAT-V score; 2) SAT-M score; 3) high school GPR; 4) level of father's education; and 5) thinking/reflecting score on the LTM. Researchers discuss implications for teacher candidates' academic success. (Contains 9 tables.)