The aim of the present study is to evaluate the admission procedure (i.e. study-related learning test, English test, objective achievement motivation test, intelligence test, admission interview) of the study program ‘Business Administration & Economic Psychology (Bachelor)’ with a high proportion of distance education with the accepted students’ (N=267) academic success. The analyses of variance show that successful students achieved better results in the study-related learning test compared to less successful students. The results of the other modules of the admission procedure were not as distinct. The regression analyses reveal that the study-related learning test and the intelligence test are significant predictors of the first term’s grade point average, whereas for the second term’s grade point average only the study-related learning test is a significant predictor. It is discussed that the study-related learning test measures the required subject-specific and distance learning-specific abilities, which are important for studying successfully later on, indirectly.

Keywords
Academic Entrance Exam, Admission Procedure, Academic Success, Distance Learning