The United States has become more ethnically diverse, and this trend is projected to continue. Despite an increase in minority group enrollment on campus in the United States during the last decade, their rates of degree completion are not keeping pace (NCES, 2007). The question that remains to be answered is: What factors are unique to minority students that might affect degree completion? The conceptual framework for this study is grounded in three areas: Bean Nontraditional Student Attrition model (Bean, 1983, 1990), Cabrera and Nora (1994) Perception of Prejudice and Discrimination, and Coleman's Social Capital theory (Coleman et al., 1982). Each of these three theories has been developed to include factors that might be unique to minority student's' decisions to remain in college and earn a bachelor's degree. For this study, the dependent variable is college student completion defined as graduation from a 4-year college or university in 6 years. The purpose of this study is to examine the relationships among background, academic integration, social integration, environmental pull college factors, perception of prejudice and discrimination factors, and social capital factors and how these impact minority undergraduate student degree completion rates. These factors have been shown to have a positive impact on nonminority degree completion; however, studies involving a large number of minority students from different institutions have been lacking. The study uses data from the National Longitudinal Survey of Freshmen (NLSF). The NLSF is a stratified random sample of first-time, U.S. citizen or resident alien college students at 28 highly selective institutions. This study utilized only the data for the minority students--Black ( n = 1,051), Asian (n = 951), and Hispanic ( n = 915)--for a total of 2,917 students. First, an Exploratory Factor Analysis with a promax rotation was performed to analyze the underlying data factor structure. After the identification of 7 meaningful factors, a Logistic Regression Model analysis was performed for each minority group. The results of this study demonstrated that social capital in the senior year of high school and/or freshman year of college had a positive impact on 6-year completion rates for the Hispanic, Asian, and Black minority students. Also, attending a private research or liberal arts college had a positive impact on 6-year completion rates for the Hispanic and Black minority students. Last, being a female or having a native-born father had a positive impact of 6-year completion rates for Black minority students. These are very important pieces to the puzzle of why so many minority college students leave college without earning a college degree. [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.]