Utilizing survey research on the entire 2004-2005 freshmen class of a private, interdenominational Christian college (n = 261), this study examined the social experiences and persistence rates of college freshmen who were homeschooled prior to attending higher education, and compared this group to college freshmen who were educated in a classroom setting. Findings revealed that homeschooling positively affects two variables proposed as antecedents to the social integration process--the variables of communal potential and institutional integrity. Additionally, homeschooling was found to be positively correlated with the variable of subsequent institutional commitment to the institution of higher education. Subsequent institutional commitment affects the students' persistence rates into their sophomore year. (Contains 5 tables.)