Findings of a study that examined the relationship between aspiring educational administrators' graduate school admissions test performances and their assessed skill dimensions are presented in this paper. Specifically, the study sought to determine the relationship between graduate admissions test scores, as measured by the Miller Analogies Test (MAT) and the Graduate Record Examination (GRE), and the applicants' skill dimensions, as measured by the Assessment Center Project of the National Association of Secondary School Principals (NASSP). The assessment enter obtained samples of participants' job-related behaviors to predict their administrative aptitudes. Methodology involved analysis of the admissions test and assessment scores of 121 participants. Findings indicate that admissions test score did not reflect the applicants' job-related behaviors, though those with high admissions test scores were almost twice as likely to receive high on-the-job ratings. The recommendation is made to develop a standardized, national graduate entrance test to assess analytic ability and administrative aptitude. One table is included. (Contains 25 references.) (LMI)