The academic achievement and attrition of high school equivalency students attending Brandon University, a small undergraduate Canadian university, were studied, as were the students' reactions to college life. The students, who received a high school equivalency certificate after completing the Tests of General Educational Development (GED), were admitted to the university as regular students. For 94 equivalency students who attended the university for at least one term between 1972 and 1984, profiles were developed that covered age, sex, degree program, GED test scores, and participation in academic testing, advisement, and learning skills assistance. Students were administered the Attitude Scale Screening Form A-2 of the Career Maturity Inventory and the Student Reactions to College questionnaire. Based on the findings, it is projected that high school equivalency students who have high GED scores, are female, are over age 26, and are taking nondegree courses are likely to be academically successful. Additional findings and recommendations are presented, along with statistical tables, a literature review, a chronology of the GED, and the study questionnaires. (SW)