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Most renowned translation and interpreting (T&I) schools around the world administer some form of an entrance exam for screening purposes. Those who are admitted to a program through a screening process are expected to take and complete the rigorous T&I curriculum successfully. Yet, not so many studies have been conducted with the focus on the correlations between an entrance exam and students’ later performance in school. This paper presents phase one of a longevity study conducted on correlations between entrance exam scores and students’ school performance at the Graduate School of Translation & Interpretation, Language Education (GSTILE) of the Monterey Institute of International Studies (MIIS). It also presents an overview of the curricular design of the school. The main focus of the phase one of the study is a statistical analysis that is conducted to compare three data sets; students’ entrance exam data, GPAs, and professional exam data. The findings of the statistical analysis suggest that there does not seem to be direct correlations between the entrance exam data set and GPAs, and professional exams. The study is expected provide a basis for exploring different options for entrance exam contents and administration at the GSTILE.
