This study investigated the effect of a set of predictors of success in both the undergraduate English program and in all other subjects. Academic data for the graduates of an Arab university's English department during three years were analyzed. The predictor variables examined were: (1) total scores on the secondary school certificate examination, (2) scores on the English test in the same examination, (3) grades in the four university-level introductory courses in English, and (4) averages in the four university-level introductory Arabic courses. University academic success was measured by the students' cumulative averages in English at the university and their general cumulative averages. The results indicated that neither the student's total score nor the English-language score on the secondary certificate examination had significant power to predict general or English-language success at the university, but that college-level English and Arabic grades did have significant predictive power. The findings argue for a revision of current admission policy to place more emphasis on university-level introductory English and Arabic performance and less on secondary school performance alone. An abstract in Arabic is included. (Author/MSE)