As part of a Student Outcomes Model, a study was conducted of attrition in the 1975 freshman class at the University of Colorado using longitudinal survey data from nonreturning students and those currently enrolled. Discriminant analysis was employed to identify factors that distinguished persisters, academic dismissals, stopouts, and transfers. It was found that academic ability and frequency of using academic and vocational advising sources were the most important distinguishing variables, while others, such as importance of intellectual goals, hours worked, and number of hours per week spent studying, were also significant. Some differences were found by sex and when comparing persisters with all types of nonpersisters combined into one group. The importance of academic and support services on campus and the utility of discriminant analysis in identifying potential dropouts are noted. (SW)