The purpose of this study was to identify a profile of noncognitive preadmission characteristics that were associated with academic failure in a cohort of second-degree nursing students who applied to an urban school of nursing. Preadmission testing data for 86 students from a suite of assessments that predict performance in high-stress environments yielded unique characteristics that were associated with vulnerability to attrition. The findings support the use of holistic admissions criteria to promote success.