This study examines the demographic, academic, social, and behavioral differences between GED (General Educational Development) candidates who were and were not retained in grade. Differences between candidates who were and were not retained in grade are examined with regard to factors such as demographics, delinquent behaviors, reasons for dropping out of high school, and reasons for seeking a GED credential. Additional analyses explore the effect of grade retention on performance on each of the GED Tests as well as on passing the entire GED Tests battery. Data used in this study are taken from the population of GED Tests candidates in 2003 and 2004 in the United States who immediately pursued their GED credential after dropping out of high school. (Contains 16 tables.)