The current nursing shortage and lower than desired pass rates require nurse educators to identify and retain students with the greatest likelihood of success. Nationally, nurse educators seek understanding of predictors of graduates’ success or failure. Identifying at-risk students may enable nurse educators to make necessary changes in selection criteria, progression criteria, and in the nursing curriculum. The purpose of this study was to identify predictors of success on National Council Licensure Examination for Registered Nurses (NCLEX-RN) in one southern university college of nursing baccalaureate program. Numerous studies have identified both academic and non-academic variables as predictors of success. External standardized testing products have gained popularity for establishing progression criteria. This study investigated the Assessment Technologies Institute-Comprehensive Assessment and Review Program® product, science, and core course grades, nursing course grades, and cumulative grade point averages upon graduation. The research approach to this study utilized a quantitative ex-post facto design. The participants comprised a deliberate convenience sample of 158 Bachelor of Science in Nursing (BSN) degree-prepared graduates. Data analysis utilized the Statistical Package for Social Sciences (SPSS Student Version 18.0; IBM Cooperation, Armonk, NY) to answer questions and test hypotheses. Relationships among variables were analyzed with the t test of independent samples and the correlation coefficient r. The results indicated significant correlations between ATI-CARP® test scores, Anatomy and Physiology I, Growth and Development, and grades in five nursing theory courses and the NCLEX-RN first-attempt outcomes (p < 0.05). This study confirms the need for faculty of BSN degree programs to identify variables within their student population that predict success in the nursing curriculum and on NCLEX-RN.