In an effort to develop early intervention strategies to increase student persistence, a study was conducted at Allegany Community College (ACC) in Cumberland, Maryland, of the common characteristics of withdrawing students. Student records were examined for the 84 students (out of a total of 2,999 enrolled) who withdrew in the first 3 weeks of fall 1992, and the 88 students (out of a total of 2,810) who withdrew in the first 3 weeks of spring 1993. A profile of all 172 withdrawing students included the following information: 62% were single; 97% were white; 66% were female; 72% were of non-traditional college age; 74% were unemployed; 63% attended college on a part-time basis; 46% had attended ACC the previous semester; 65% did not require developmental coursework; and 52% were from "non-degree" and general studies career interest areas. Based on this profile combined with a review of the literature suggesting that greater involvement in campus activities, closer affiliation with faculty members, and on-campus employment were associated with increased student retention, the following intervention strategies were proposed: (1) establish a women's center to provide support to non-traditional, female students; (2) conduct a freshman seminar to promote supportive relationships among students and student-faculty interaction; (3) create college funded work-study for on-campus employment; (4) establish a faculty development program; (5) create additional student organizations; and (6) establish a freshman orientation program. (Contains 13 references.) (PAA)