This research was designed to determine the relationship between articulated credits and performance of graduates in the Office Systems Technology program at Mountain Empire Community College. Specifically, the study was designed to examine student performance as measured by curricular grade point average (GPA) and the number of articulated credits and other selected explanatory variables, including age, marital status, high school GPA, math placement scores, English placement scores, and reading placement scores. The subjects for the study were 134 females, predominantly white, with less than 1% of other races, who were graduates of the Office Systems Technology program at Mountain Empire Community College for the 1989-1992 academic years. Data for the study were gathered from the College’s Admissions Office and the Data Processing Center, the 1990 Census Bureau records, and the Virginia Employment Commission. The analytical tools were descriptive statistics and regression analysis. Descriptive statistics were used to describe the population of the service area from which the subjects were drawn as well as the subjects of the study. The study was correlational in nature, using standardized regression to examine the relationship between a series of independent variables, including articulated credits, and student curricular GPA performance. It was also predictive in nature, using metric regression to provide formulas for estimating the dependent variable, curricular GPA. The standardized regression results revealed that with the exception of articulated credits, each explanatory variable was significantly related to curricular GPA. The metric regression results revealed that as each explanatory variable increased, the curricular GPA increased, excluding articulated credits that virtually remained the same.