This study was designed to investigate the effect of various configurations of preprofessional science courses on student achievement in professional courses and on a national certification examination. The sample consisted of 180 graduates of a university-based 2 + 2 medical technology program. Preprofessional courses were categorized to form configurations for comparison with percentage grades earned in professional courses and categorical scores achieved on a national certification examination. Data were analyzed using a two-way analysis of variance with repeated measures on one factor. Results showed no significant difference between course configurations and professional course or examination grades. A significant interaction, however, was identified between students selecting either a physiological chemistry or organic plus biochemistry option and achievement on a certification examination.