This study examined the strength of the relationship between eight situational and demographic variables and college completion among immigrant students in SEEK, an educational opportunity program. The eight variables studied as possible predictors of college completion included household composition, length of residency, English as a primary language, high school grade point average, age, gender, ethnicity, and year of entry. In addition, the study compared graduation rate of SEEK immigrant students admitted earlier in the program (1995-2000) versus those who entered later (2001-2003) when the admission criteria were changed. The study took place at the City College of New York (CCNY), a four-year, urban, public institution which is a branch of The City University of New York (CUNY). The study focused on the overarching question of are selected factors predictors of college completion among SEEK immigrant students? The conclusions of this archival quantitative study were based on data from a sample of 390 SEEK immigrant students. Data was collected from the SEEK City College admission application form which provided pre-existing, multi-year information on student background characteristics and graduation status. Results from chi-square, t-test and regression analysis suggested that four out of the eight pre-enrollment variables are useful in discriminating between completers and non-completers. High school GPA was the strongest predictor of college completion. Household composition, year of entry and gender also seem to have significant effects on college completion. It is notable that completers have a significantly higher GPA than non completers. Students who entered CCNY as members of the later cohort, enrolling in 2001 or after when the CUNY admission requirements became more selective, had a higher high school GPA and were more likely to graduate. The results also indicate that students who came from a large family household were more likely to complete than students from nuclear families. To some extent the study concluded that what students come into college with influences whether they complete college. Other pre-enrollment variables (e.g. age, English as a primary language and length of residency) did not seem to significantly effect college completion in this sample. Overall, the study provided an initial and important exploration of some of the pre-enrollment factors that are associated with college success and therefore upward mobility among immigrant students. The implication of the study is that some pre-enrollment background characteristics effect college completion and should be taken into account in counseling theory, practice and policy. Based on the findings of the study, counseling and programmatic interventions were suggested to address the needs of this specific population. [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.]