Since the 1990s, a wealth of literature has compared the benefits of having a GED[R] test credential versus a traditional high school diploma or no high school credential, with an early emphasis on economic impact. One advantage of passing the GED test lies in its ability to open doors to the postsecondary system. Nearly two-thirds of U.S. uncredentialed adults who passed the GED test in 2010 indicated further education as a reason for testing, and 55.6 percent specified testing to enter a two-year or a four-year postsecondary institution. The purpose of this paper is to expand on the insights, as offered in Zhang, Guison-Dowdy, Patterson, and Song (2011), into the postsecondary transitions and outcomes of GED test passers in contrast to those of traditional high school graduates. Analyses use the BPS:04/09 dataset, a large, longitudinal dataset representative of a U.S. cohort of postsecondary freshmen. A second paper (Guison-Dowdy & Patterson, in press) further compares GED test credential recipients and traditional high school graduates side by side using BPS:04/09 data as well, examining more specifically the socio-academic experiences, the continued or altered trajectories, and the thoughts of students in their journeys through the postsecondary system, between the time they first enroll and until they exit. (Contains 8 figures, 8 tables, and 5 footnotes.)