Migrant student enrollment declines steadily in junior high school as a result of low achievement, poor self-esteem, social isolation, late enrollment/early withdrawal policies, and school attitude toward migrant students. Parents, educators, and 237 junior high school migrant students from Arizona, Michigan, New York, Wisconsin, Texas, and Florida were surveyed during 1984-85 to explore reasons for dropping out of school. Most frequently mentioned were inability to catch up, teacher negativism and apathy, and family financial dependence on migrant teenagers. Students who believed they would graduate listed a set of goals, willingness to study, and parental expectations and support as reasons for remaining in school. Those who did not expect to graduate listed as reasons the inevitability of falling behind, negative school factors, language and family problems, and substance abuse. Suggestions for improving school holding power included numerous social activities, employment opportunities, flexible scheduling, career awareness counseling, fostering of positive self-image, respect for cultural heritage, honest and sincere teachers, and emphasis on English language. Educators attending three migrant education workshops emphasized the importance of school-parent communication and parental involvement. Existing school- and student-oriented programs to curb dropout behavior are summarized. Enrollment data, survey questionnaire, and sample student transfer form are included. (LFL)