This article discussed the accuracy of nationally normed entrance examinations such as the Millers Analogy Test and the Graduate Record Examination at predicting graduate student academic success in Master's and Doctoral programs. Academic success was defined as maintaining the required minimum or higher graduate program grade point average and completion of the graduate program. Kuncel, Hezlett, and Ones (2004) study had mixed outcomes as to the effectiveness of these entrance examinations foreseeing graduate student academic success. More specifically, the study pointed to the shortcomings of these tests not being able to predict specific abilities that are needed to succeed in graduate school such as creative ability and practical ability. Students admitted to graduate programs with no entrance examination scores were shown to attain a slightly higher-grade point averages as opposed to the students that took the entrance examinations; therefore, "the need for greater flexibility in what is required in an admissions application" should be considered (Gibson, Leavitt, Lombard & Morris, 2007, p. 1). Other studies found entrance examinations to be a moderate forecaster of the grades students could earn within their first semester of attendance (Moneta-Koehler, Brown, Petrie, Evans & Chalkley, 2017). The overall consensus in the majority of the studies advised admission committees to contemplate reducing the dependence on entrance examination scores as a predictor as to how graduate students would fare in graduate school.