The process of strategically planning enrollment in higher education, particularly at private institutions has seen tremendous changes in a short period of time. Changes in perspectives toward the value of a college degree, along with economic and social factors, have contributed to the difficulty of discovering relationships affecting enrollment. The purpose of this study was to investigate if there is a significant relationship between parent income, represented by parent AGI and EFC, and parent education on an admitted freshman's Free Application for Federal Student Aid (FAFSA) form, along with student cumulative high school grade point average (GPA) and standardized test scores, and enrollment or attrition at a particular four year private institution. The benefits of an enrollment model can include increased revenue potential, information to assist in strategic planning, and the opportunity to decrease the dropout rate between the time an undergraduate student pays the enrollment deposit and census date. This study reflects information from one institution and found that data from years 2007 and 2008 did not display variables considered to have a significant relationship with enrollment or attrition, but years 2009 and 2010 did display variables with a potential significant relationship. The independent variable of high school grade point average (GPA) was found having a significant relationship with enrollment or attrition in 2009. The independent variable of expected family contribution (EFC) was found having a significant relationship in 2010. Prior to 2009, once economic pressure increased, parents and students may have experienced a shift in perception as to the value of investing in an education for someone not academically inclined. A recurring theme in the data suggests that the negative change in economic conditions caused households to further scrutinize financial decisions. The data suggests that factors explaining enrollment attrition may be linked to financial conditions. [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.]