This study examines the extent to which selected demographic characteristics (nontraditional student, English as a second language [ESL], male student, and first generation student) predict early-program success, successful on-time completion, and NCLEX-RN success in baccalaureate nursing education for a sample of students at a Midwestern university. To determine the relationships among study variables, correlational analysis was used. Logistic regression was utilized to examine the relationship of the predictive variables (nontraditional student, ESL student, male student, and first-generation student) to the outcome variables (early-program success, successful on-time completion, and NCLEX-RN success). In addition, descriptive statistics, including measures of central tendency (mean, median, and mode), variation (standard deviation), and frequency distributions, were utilized to analyze the data collected for five cohorts of students from 2009-2015. The results indicated that both nontraditional students and ESL students are less likely to experience early-program success and successful on-time completion than their non-ESL and traditionally aged peers and first-generation students are less likely to experience on-time completion than their non-first-generation peers. In addition, the results of the study indicated that nontraditional students are more likely to experience NCLEX-RN success than their traditionally aged peers and male students are less likely to experience NCLEX-RN success than their female counterparts. The findings of this study contribute to nursing education literature and assist in filling a gap in the literature regarding the relationship between student demographic characteristics and nursing program success. Given the shortage of seats in nursing schools nationwide, this study can help to identify at-risk students early for the purpose of developing interventions intended to promote early-program success, successful on-time completion, and NCLEX-RN success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]