This quantitative study examined the factors influencing international undergraduate student persistence in a large private university in Pennsylvania. A report from the Association of International Educators (NAFSA, 2019) stated that international students contributed more than $41 billion to the U.S. economy and supported more than 458,000 jobs in the U.S. during the 2018-2019 academic year. Although research on unique populations has emerged to provide more relevant persistence analysis for each group, research on international students is insufficient and incomplete. The present study addressed this gap by examining how persistence theory applies and can be extended to the international student population. The purpose of this study was to determine if there is a statistically significant relationship between the factors measured by the College Persistence Questionnaire Version 3 (CPQ-V3, Davidson, Beck, & Grisaffe, 2015) and actual persistence for international undergraduate students. Tinto's (1993) Integration Theory and Bean and Eaton's (2001) Psychological Model were employed as frameworks to assess and understand the topic. A sample of international undergraduate students from a private university in Pennsylvania was accessed (N = 72). A logistic regression was performed on the data acquired. The results of the analysis determined that there was not a statistically significant relationship between the predictor variables (measured by CPQ-V3) and the criterion variable, persistence, operationalized as continued enrollment from one academic semester to the next. Some suggestions were made for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]