This paper examines the determinants of performance on the business major field achievement ETS exam with a focus on the impact of applying ETS exam scores to part of the capstone course grade as a performance incentive. The sample consists of 150 students at a midsized regional institution located in the Southwestern region of the United States. The empirical model employed controls for grade point average, standardized test scores (SAT/ACT), junior college transfer students, and gender. The results indicate that students are motivated to put forth significantly more effort when capstone course grade is impacted by ETS performance. (Contains 2 tables.)