This study sought to examine the factors, both quantitative and qualitative, that may predict the doctoral students in the field of educational administration who will be most likely to persist to degree conferral. The study was conducted in two phases. First, a survey instrument was administered to 152 doctoral students who began a program of study during the years 1986 to 2000 at a medium-sized Midwestern university to assess their perceptions of the reasons for success (graduation) or nonsuccess. In the second phase, various independent variables, e.g., Graduate Record Examination (GRE) scores, age, undergraduate grade point average (GPA), master's degree GPA, type of institution from which baccalaureate and master's degrees were earned, undergraduate major, graduate major, and completion of the Specialist in Education degree, were subjected to regression analysis to determine which factors or combinations of factors best predicted program completion. Results show minimal differences in graduate GPA and age between the graduated and not graduated group. GRE scores showed differences, especially by gender. Students who held undergraduate degrees from baccalaureate institutions had the highest graduate rate. These same students held master's degrees from research institutions. An appendix contains the study survey. (Contains 9 tables and 30 references.) (SLD)