The purpose of this study was to identify differences in performance if any, between learners with a high school diploma, and those with a GED credential, at two postsecondary institutions, Holland College on Prince Edward Island (PEI) and Nova Scotia Community College in Nova Scotia (NS). Of interest is how these adults perform in a postsecondary environment as little is known about GED learner performance in Canadian community colleges, and in particular how these learners compare to the traditional high school to postsecondary learning trajectory. Adults who obtain a GED credential need opportunities to bridge to postsecondary education and/or work, thus enhancing long term employment options. Eighteen percent of the working population do not have a high school diploma in both provinces demonstrating a human capital deficit in the labour force, thus a demonstration of higher need in these two provinces. The hypothesis that there was a statistically significant difference in performance between high school learners and those who obtained a GED was analyzed through three research questions: 1) How does the GED credential compare to a high school diploma as a predictor of grade performance in college? 2) How is performance influenced by age, gender, or program type for GED credentialed learners compared to high school diploma learners? 3) Is there a difference between outcomes in PEI and NS? Results were dependent upon variables such as gender, age, and admission processes of the individual institution. There was no difference in overall performance comparisons however, the hypothesis was supported in specific circumstances, for example younger males with a GED and within certain program clusters. Females and older learners performed well regardless of program of study or diploma credential. Certain programs of study influenced performance however different ratios of age cohorts and male/female participation existed within program clusters. Learners at greatest risk for poor performance were males under age 25 with a GED. Policy implications for postsecondary educational institutions include GED as a valid credential for access to postsecondary, support requirements in specific cases for GED learners, and additional supports for identified at-risk learners. Policies should support opportunities for adults with a GED as a bridge to postsecondary education, thus increasing both human capital gain through postsecondary education leading to improved labour market outcomes. (Contains 6 tables and 12 figures.)