The debate on the relevance and reliability of assessment tools to determine teacher certification continues between professionals and laymen alike. The ExCET utilized in the state of Texas has generated similar responses. However, regardless of unanimous agreement state assessments are currently in place and few would argue the need of identifying relationships associated with student failures and/or successes. This knowledge could be utilized for program evaluation as well as identifying relationships that may be used to increase passing percentages of future test takers. Based on results (N=72) from kinesiology graduates of Texas A&M University - Corpus Christi from the past five years the investigators examined the relationship between students' grade point averages and ExCET scores. Pearson product-moment correlation revealed a significant, moderate relationship between grade point averages and the EXCET scores of first time test takers, r = .459, p = .0001. Proportion of agreement (P) between grade point average cutoffs (2.50, 3.00, 3.25, 3.50, and 3.75) and pass/fail results resulted in P values in a range of .347 - .792, but Kappa (K) values were in a range of .058 - .258. Overall grade point average is moderately related to ExCET scores. There appears to be no reliable agreement between a student's overall grade point average and the pass/fail results of the ExCET.