The charge for speech-language pathology graduate admission committees is to identify candidates who will be successful academically and clinically in graduate school, all the while ensuring career readiness. This retrospective study focused on graduate admission criteria and students 'academic and clinical outcomes, for eighty students that completed the program between 2016-2020. Astin's (1991; 2012) Input-Environment-Outcome (I-E-O) Conceptual Model for Assessment was the framework for this study. Descriptive statistics, correlation coefficients (Pearson Correlation, Point Biserial and Phi Correlation) and linear regression were used to determine if relationships existed between traditional admission criteria and student academic and clinical outcomes. In addition, further analysis was completed to determine if these findings varied by student characteristics including, gender, race/ethnicity, tradition/nontraditional students, undergraduate degree, and undergraduate institution. This study found the objective admission variables, i.e. undergraduate GPA and GRE scores significant correlated with academic outcomes. Specifically, undergraduate GPA (uGPA) correlated to graduate GPA (gGPA) and the GRE scores correlated to Praxis speech-language score. No correlation was found between objective admission criteria and student academic nor clinical outcomes. However, student characteristics did impact students' academic and clinical outcomes. [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.]