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Efforts to better prepare students for college and workforce have always been a priority of state governments, and exit exams have been used as one of the tools to accomplish those goals. This study aims to examine the relationship between exit exams and college enrollment. By adopting student choice model as the theoretical framework to guide the research design, the study utilized information on first-time degree/certificate seeking students as the outcome variable from 1992-2016. With information on the implementation year of exit exams from the Center of Education Policy, the study employed quasi-experimental research design difference-in-differences. The results show that exit exams are positively related to enrollment in 4-year institutions only. When disaggregated by types, the study showed that end-of-course exams only have a positive and significant relationship with enrollment in 4-year institutions. However, the study indicated that there is no relationship between adopting exit exams and the number of students enrolling in out-of-state institutions. The findings of this study have important implications for the student choice model, policy-making, and future research.