Many students are entering college underprepared and do not earn a degree because of the many barriers they encounter. The purpose of this study was to identify reasons underprepared students did not complete college and to examine strategies, resources, and programs that underprepared students could have used to persist in college. The constructivist learning theory provided the theoretical framework of the study. The research questions were used to examine reasons for dropping out, resources and strategies used, and whether there was a difference in responses cited among the various classification of underpreparedness. A nonexperimental quantitative design was employed, along with a self-administered online survey. Snowball sampling was used to recruit 40 participants who attended college but dropped out before graduating. Data analysis tools included frequency tables, descriptive statistics, and one-sample chi square tests. The one-sample chi test results indicated that there were no significant differences between prepared and underprepared students' reported reasons for dropping out of college. According to frequency tables results, lack of funding, lack of motivation, and the inability to overcome obstacles were the top three reasons students gave for dropping out of college. An implication for positive social change as a result of this study includes direction for school leaders regarding factors that may contribute to college dropout. [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.]