The purpose of the study was to determine what factors affect success in passing the General Education Development (GED) exam. Using data gathered between 1960 and 1972 from 200 successful GED students at the Mattoon Area Adult Education Center, Ill., the authors developed frequency distribution charts to characterize the students and scattergrams to reveal correlations among: age, hours spent in GED classes, GED scores, arithmetic computation, Stanford Arithmetic Reasoning scores, and language usage. The population was primarily midwestern, rural, and white and was classified as public aid recipient or non-public aid trainee. Findings indicated that age is not relevant to GED success, and there were high correlations between language usage and reading, reading and arithmetic reasoning, and reading and arithmetic computation. (MDW)