Student retention at Roberts Wesleyan College, a four-year liberal arts college in New York State, is discussed, and an overview of the college is presented. Consideration is given to changes that were made on the campus starting during fall 1983 that may have promoted student development and retention. These developments include: an innovative learning center, a freshman seminar, changes in the opening freshman orientation program, hiring a Director of Curriculum and Faculty Vitality, a faculty growth contract system, and improved on-campus counseling services. The percentage of entering freshmen dropping out during the first 6 weeks decreased from 12% in fall 1982 to 1% or 2% in fall 1984 and 1985. However, since many students postponed dropping out until the summer following the freshman year, it is recommended that attention be devoted to post-freshman retention. In addition, there is a need to focus attention on the more able students since they increased markedly as a percentage of those dropping out prior to the sophomore year. The importance of institutional research to student retention improvement is also discussed. (SW)