Objective: To examine whether student use of AHIMA VLab™ in their academic programs impacts the pass/fail outcomes on their first-attempt national certification exams. This is a four-year longitudinal study, spanning 2017-2020. Methods: Data were extracted from two separate databases: the AHIMA association management system (AMS) known as Aptify and the Pearson Vue™ certification testing platform. The study group were: students who had an active AHIMA VLab™ enrollment (from Aptify) before sitting for one of five national certification exams of interest and students who actually sat for an exam (from PearsonVue™). Initial analysis was performed via descriptive statistics and final analysis was performed by inferential statistics via binary logistic regressions. Results: A statistically significant (P < 0.000) positive relationship exists for student use of AHIMA VLab™ and passing the CCA and RHIT exams; there is no appreciable relationship for student use of AHIMA VLab™ and passing the RHIA exam; and a statistically significant (P < 0.000 and P= 0.018 respectively) negative relationship exists for student use of AHIMA VLab™ and passing the CCS and CCS-P exams. Conclusion: Educators are encouraged to carefully examine and select learning resources that meet learners' needs. Multiple resources from varied sources may be required. Where any resource may fall short of fully meeting learners' needs, supplemental learning resources are necessary. This is the lens through-which one must view AHIMA VLab™. [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.]