The purpose of this study was to assess the contribution of high school achievements and college entrance examination score on college performance of pre-service teachers. To achieve this, the study utilized quantitative correlational research design. Data was collected from 205 pre-service teachers’ secondary documents and was analyzed using both descriptive and inferential statistics. Thus; as a result, the study found that college entrance examination and high school transcript were the significant predictors of college level performance and the inclusion of college entrance examination to the admission criteria raised the predictive power of the selection criteria significantly. The study also found that college entrance examination and high school transcript were the most significant predictors for both program college pre-service teachers’ performance. Thus; this study recommends further research to explore unexplained contributors to college level performance of pre-service teachers.