This study investigated the common assumption of non-rigor associated with teacher preparation programs. Specifically, the study attempted to answer the question: "Are high school grades, Scholastic Aptitude Test (SAT) scores, and college/university grades significant predictors of final grades in the teacher education classroom?" Forty junior-level elementary teacher preparation students at a university in the Southwest responded to a questionnaire asking for information about high school grades, SAT scores, and college grades. This information was categorized and a model was constructed to predict the final grades of a teacher education course the students were currently taking. At the conclusion of the course, the instructors provided final grades. The data indicated"top-heavy" grades in the education class; they also indicated that the respondents were better than average students in high school and at least average students in college. Changes in grades and SAT scores did significantly predict changes in the final grade of the course. Those students who reported relative success in the three predictor variables did well in the teacher education course, and those with lower grades and scores did less well in the course. (CB)