This paper examines the predictive validity of the EHEEQE to the Collegernperformance of students of the College of Education of Addis AbabarnUniversity during three consecutive years of first entrants of preparatoryrnorigin students in 2003104 academic year. The main purpose of the studyrnwas to see whether each entrance examination score is related to CollegernGPA starting from first year up to the end of undergraduate work. The datarnof 453 students of ten departments of the College of Education has beenrncollected ",tid analyzed. The study totally depended on document analyses.rnPearson Product Moment Correlation Coefficient was the Statistical Methodrnto obtain the necessary results (Hinkle et. aI, 1994). The result revealed thatrnEHEEQE test scores have positive and significant relationship to CollegernGPA in many departments of the College of Education with some exceptions.rnAccording to the result, there was negative relationship betweenrnMathematics test score and College GPA in the Departments of Physics,rnPhysical Education and Sport, and History. There was also negativernrelationship between English test scores and College GPA for thernDepartment of Physics. From the entrance examination, Mathematics testrnscore has relatively low relationship to College performance in most of thernDepartments of the College of Education. The relationship betweenrnEHEEQE and College GP A was high in the Department of Chemistryrnthroughou' undergraduate learning. For the relationship between SocialrnStudies test scores and College GPA, r values decrease whiles the year levelrnincreases and vise versa. On the contrary, the values of r increase in thernlater years of College work for the relationship between General Sciencernand College GPA. From the individual predictor variables, English testrnscores and Social Studies test scores contribute better in the variation of YIrnSI College GP A than others. Fore instance, English test score (X3)rnaccounted for 36.9% (F (I. 31) ~18.14, P