This study analyzes the reasons for stop out behavior in a first-year composition class. The study was intended to be mixed methods, but the quantitative data, which was to be collected via survey, yielded too low of an n-value to allow for statistical analysis; therefore, case study research, analyzed through a social context framework, was utilized to answer the research questions. Patterns of attrition were found in weeks four, ten/eleven, and the last week of the semester. Known control factors of institutional retention: making connections with faculty, being challenged academically, and having realistic and achievable goals, were found to be factors of attrition within the composition classroom. Additionally, the participants were impacted by their psychological factors, physical space, and biological processes. Of the three case study participants, two could have been positively affected by intervention or additional attention from the composition instructor. The results of the study show that there is an opportunity for composition instructors to positively impact retention on college campuses. Having a positive connection and confidence in one's instructor was seen to be a strong indicator of regular attendance and successful completion of the course requirement. [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.]