Each year, millions of high school seniors in China take the National College Entrance Examination (or gaokao). The score the students receive on the gaokao is the sole determinant of whether they will be admitted to college and which college they may attend. Because the demand for college exceeds the availability of admission seats, the competition and pressure to perform well on the test is extreme. This demand for a college education has led to an increasing population of Chinese students attending American universities and colleges. The growing population of Chinese students has sparked interest in examining the factors that influence academic success of these students. This study examined the factors affecting graduation and cumulative undergraduate grade point average (GPA) of Chinese business students, specifically attempting to determine if gaokao scores could predict academic success of Chinese students in an American university business program. The purpose of this study was to analyze archival data, using logistic and multiple regression to determine the relationship between academic success (graduation within five years of enrollment and cumulative undergraduate GPA) and six independent variables: gaokao total score, gaokao English score, program location of studies (either China or Missouri), provincial origin of student (either Liaoning province or outside Liaoning province), sex, and age. The analysis was conducted with three populations: the entire population of students, the population of students studying at the Missouri campus, and the population of students studying at the China campus. This study showed statistically significant relationships exist between provincial origin and sex in relation to graduation for the entire population of students. Sex also had a statistically significant relationship with graduation for the population of students studying at the Missouri campus. This study also showed statistically significant relationships exist between the gaokao English score and sex in relation to cumulative undergraduate GPA for the entire population, the Missouri campus population, and the China campus population. Provincial origin had a statistically significant relationship with cumulative undergraduate GPA for the China campus population. These results can assist colleges and universities to identify and understand factors that lead to Chinese students' academic achievement. [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.]