The belief that business students are ready for work in the real world is mostly false (Fabris, 2015). Fabris found just 24% of employers believed college graduates were ready to start their careers. Research has shown that 61% of business decision-makers and 63% of corporate recruiters indicated a real problem with how well college graduates were prepared for their first job. Colleges and universities are increasingly under criticism for using outdated pedagogy and not preparing students for the future. To that end, business simulations have now become mainstream as an instructional tool at universities worldwide. Simulations provide experiences similar to those in the real business world. Through simulations students learn how their business decisions affect revenues, net income, market share, and stock prices. Since the 1970s business simulations have been studied from many perspectives to determine which factors relate to successfully competing in the workplace. One such perspective is that a student’s previous academic performance is an indication of how well the student will navigate the simulation. Previous research is dated and of mixed findings. Further, the factors of leadership, commitment and teamwork in business simulations have only begun to be studied. This dissertation used the GLO-BUS business simulation to determine to what extent a student’s previous academic performance (indicated by the student’s GPA and grades on prerequisite courses), and the concepts of leadership, commitment, and teamwork predict the team composite score earned on the business simulation. A regression analysis of the data was performed for all factors. The average team grade in the Marketing course and the Commitment factor were the only two factors providing any predictive ability of the team’s performance on the simulation.