The relationships existing between performance in separate subject areas in the Cambridge Advanced Level Examinations (A-Level) and past performance (PP) in Cambridge Ordinary Level, and Caribbean Examinations Council General Level Examinations on the one hand, and teacher estimates (TE) on the other, formed the major focus of this study. TE were, on the whole, better predictors of A-Level performance than PP, and were more reliable for girls than boys in arts subjects, and for boys than girls in the sciences.