Though master’s programs and degree recipients have thrived, there has been scant research on the processes by which students gain admission into master’s programs. Recognizing this gap in our understanding of master’s admissions, in 2017 CGS, with support from Educational Testing Service (ETS), embarked on a project to better grasp how graduate programs evaluated applicants’ cognitive and noncognitive attributes and reviewed application materials. Improved understanding of master’s admissions would help graduate deans and their admissions teams put transparent processes in place to better identify promising candidates for admission and avoid unfair biases.