This study takes a step toward using data-driven instruction (i.e., using data to guide instructional choices) in the accounting classroom: Evaluating which students are most likely to struggle in the first course of accounting. More specifically, it evaluates the correlations between four constructs (i.e., academic background, grit, attendance, and study habits, skills, and attitudes [SHSA]) and course learning outcomes. Each construct was associated with learning outcomes in the context of this study. However, both prior semester cumulative Grade Point Average (GPA), a measure of average grades earned in college, and SHSA appear to offer the most promise for instructional intervention at the institution under study. Caveats for using correlational findings with significant, but imperfect associations with learning outcomes are provided. Using this study as a flexible blueprint tailored for other contextual settings is also described.