This study addresses the departure intentions of an Australian university business student cohort that is characterised by high levels of diversity in pre-entry attributes. The study investigates the level of student engagement using the academic and social integration components of the Student Engagement Questionnaire (SEQ) based on Tinto's model of institutional departure. The results showed that the pre-entry attributes of students such as gender and low socio-economic status, together with first year of study, were not significant in determining student engagement. There were, however, significant differences in departure intention based on student engagement, particularly in terms of interaction with administrative support services and satisfaction with the educational experience. Overall, the findings support the view that institutional efforts to engage business students in the early stages of their studies minimise the risk of departure. (Contains 4 notes, 3 tables, and 1 figure.)