Nursing curricula and licensing examinations have shifted toward the skills and processes of nursing. When these components are overhauled, their predictive relationship must be reexamined. This research tests the causal influence of several antecedent and achievement variables on licensure test performance. A path model is developed from a theory of school learning, and the causal connections within the model are validated and cross-validated. Few significant paths are retained. Student age and transfer status show important influences on measures of school achievement and on licensure scores. Further, one broad measure of school achievement has a substantial direct effect on licensure scores. (Author)