Quality assurance of academic programs that lead to licensure or certification in a profession traditionally has been through the industry-recognized accreditation body. There have been a limited number of studies on whether accreditation is associated with better program quality and outcomes; the purpose of this study was to add to that body of literature by comparing accredited and non-accredited programs. The quality dimensions associated with the study are standards-related program inputs such as admissions criteria, faculty resources and qualifications, and outcomes, as reflected by clinical examination results and program completion rates. The study compared standards areas for a specialized counseling accreditation agency versus institutional and regulatory accrediting agencies. Quantitative analysis of examination scores and annual program reports related to New York State graduates of mental health programs were then analyzed to compare accredited and non-accredited programs. Findings revealed unique approaches to certain standards between the specialized and regional accreditation agencies, as well as overlap in a number of areas. Unlike recent studies which suggested that accredited programs are associated with higher program quality indicators, the findings of this study indicated that there were no significant differences between Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited and non-accredited programs in New York State on both input-oriented and performance-related measures. While graduates of specialized accredited programs performed slightly higher on licensing exams than those in non-accredited programs, statistical analysis did not establish significant differences. Based on these findings, recommendations include performing more in-depth analysis of how specialized accreditation bodies intersect and interact with the regional and state level higher education and professional regulatory agencies. Certain specialized accreditation bodies' effect (such as CACREP) may vary depending on the standards and structure of the regulatory environment in which they operate. In addition, the findings indicate that analysis of examination data may need to focus more narrowly on the specific exam performance sections to determine the relationship between accreditation and student and programmatic performance in various aspects of counseling efficacy and knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]