Existing research on why college students withdraw from individual courses has been mostly descriptive. The author reports the results of research designed to identify variables that place students at risk of withdrawing from specific courses. Self-reported data that included categorical and continuous variables were collected over two semesters from community college students enrolled in representative liberal arts and science courses at Illinois Central College. A logit analysis revealed that high levels of classroom attendance and attentiveness increased a student's odds of remaining in the class. Parents' education levels also were found to be significant predictors of students' decisions to remain in a course. Gender, age, and class GPA, however, were not significant predictors.
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