Introduction <p>The Physician Assistant/Associate (PA) profession is experiencing rapid growth in response to the increasing demands for healthcare in the United States. This expansion of the profession creates a demand for admissions strategies that identify students capable of succeeding in rigorous training. The predictive value of standardized tests such as the Graduate Record Examination (GRE) for PA education remains unclear. This study examines whether GRE sub-scores can predict academic performance during the didactic phase of PA education.</p> Methods <p>A retrospective, quantitative, correlational study was conducted using data from five student cohorts (<i>n</i> = 138) in a single PA program. GRE sub-scores (Verbal Reasoning, Quantitative Reasoning, Analytical Writing) were assessed as predictors of didactic GPA, Summative Exam scores, and PACKRAT scores using multiple linear regression with Bonferroni correction.</p> Results <p>GRE Quantitative and Analytical Writing scores did not show statistically significant relationships with any academic outcomes. However, the GRE Verbal Reasoning demonstrated a statistically positive association with all three academic outcomes. It accounted for 15% of the variance in GPA (β = 0.314, <i>p</i> = .002), 8% of the variance in summative exam scores (β = 0.287, <i>p</i> = .005), and 27% of the variance in PACKRAT scores (β = 0.514, <i>p</i> &lt; .001).</p> Conclusion <p>Quantitative and Analytical Writing sub-scores offer no meaningful contribution, while the Verbal scores demonstrate modest predictive value for didactic metrics analyzed. The positive relationship seen with the verbal sub-score should be interpreted with caution, given the ongoing discussion regarding its applicability in healthcare, and particularly in PA education. Future research with larger, multi-institutional samples is needed to clarify the GRE’s role in PA education and admissions.</p>