The purpose of this study was to investigate possible predictive relationships between interval identification and melodic dictation performance on tasks where students identify short pitch spans after a brief tonicization. College musicians (N = 35) completed an interval identification test and a series of melodic dictation tasks. Results indicated that interval identification and melodic dictation tests reflected a battery of items ranging from very easy to very difficult with acceptable Cronbach's a levels. We conducted a two-stage hierarchical regression analysis to examine the extent to which interval identification served as a predictor of melodic dictation accuracy while controlling for selected music and demographic variables. Results indicated that interval identification served as a significant predictor of melodic dictation scores, contributing 28.9% of the variance in melodic dictation scores while controlling for musical experience variables. The analysis indicated a dictation task by interval ability interaction based on grouping by lower, mid-, and upper performing groups on the interval identification test. Issues in measurement of melodic dictation accuracy and strategies that affect the development of melodic dictation skills are discussed.