The need for well-prepared special education teachers has made it important to examine how to best select candidates for special education teacher education programs, or at least to determine which, if any, admission variables relate to program outcome measures. This study used archival data from 148 students to investigate the relationships among multiple pre-admission variables from both applications and on-site admission tasks (including undergraduate GPA, reference ratings, interview ratings, writing sample and math assessment scores and a role play teaching situation rating) and outcome variables. These outcome variables were related to student performance from practica and portfolio ratings, using the Framework for Teaching (Danielson, 1996) domains at various points, as well as graduation GPA. The students were from two different graduate programs: a one year program for students who already held childhood certification, and a two year program for students who did not. Results indicated significant positive and negative correlations for the total sample, as well as for the one year, and two year cohorts. Significant correlations and differences between the cohorts are discussed. Recommendations for future research are presented. [The dissertation citations contained here are published Portfolios 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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]