The purpose of this correlational study was to analyze the relationships of various performance variables of pre-service teachers enrolled in a teacher preparation program at Delta State University from fall 2009 to spring 2012. For this group of teacher candidates, the following relationships were analyzed: (a) the significance of the relationship between Praxis I: Reading scores and Praxis II: Curriculum, Instruction, and Assessment scores, (b) the significance of the relationship between Praxis I: Writing scores and Praxis II: Curriculum, Instruction, and Assessment scores, (c) the significance of the relationship between Praxis I: Mathematics scores and Praxis II: Curriculum, Instruction, and Assessment scores, (d) the significance of the relationship between overall GPA and Praxis II: Curriculum, Instruction, and Assessment scores, (e) the significance of the relationship between overall CBASE scores and Praxis II: Curriculum, Instruction, and Assessment scores, (f) the significance of the relationship between interns' initial Teacher Intern Assessment Instrument scores and Praxis II: Curriculum, Instruction, and Assessment scores; and (g) the significance of the relationship of the combined variables of Praxis I: Reading scores, Praxis I: Writing scores, Praxis I: Mathematics scores, overall CBASE scores, Praxis II: Curriculum, Instruction, and Assessment scores, and interns' performance on the Teacher Intern Assessment Instrument. A total of 100 candidates' data from Delta State University in Cleveland, Mississippi, was used. Pearson's r and multiple regression analysis were computed to determine the statistical significance between variables. The findings of this study suggest that there is a strong correlation between certain variables and initial Praxis II: Curriculum, Instruction, and Assessment scores of elementary education teacher candidates at Delta State University. The strongest relationship exists between the overall CBASE scores and initial Praxis II: Curriculum, Instruction, and Assessment scores, as well as between Praxis I: Reading scores and initial Praxis II: Curriculum, Instruction, and Assessment scores. Other strong predictors of Praxis II: Curriculum, Instruction, and Assessment scores include initial Praxis I: Mathematics scores, initial Praxis I: Writing scores, and GPA. No relationship was shown to exist among variables and the Teacher Intern Assessment Instrument. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]