Abstract
Numerous studies have found a host of factors that are likely to result in more successful applications to graduate schools. This study was a retrospective examination of the variables that distinguish graduate students who believed they were better prepared for graduate school. We examined several of these factors, including variables associated with undergraduate education and the individual for their relation to self-rated preparedness for graduate school. Our findings highlighted quality faculty interactions and participation in research as important factors in graduate students' post hoc ratings of their preparedness for graduate school. We also found that different types of institutions differed in the degree to which these opportunities were available to or accessed by students.