As student persistence efforts remain stagnant and the level of accountability grows for higher education, the classroom environment could offer some assistance toward improving academic integration and subsequent institutional commitment. The process of student persistence at four-year commuter colleges and universities differs from the process at large scale residential universities, and the nature of this institutional experience impacts student persistence. At commuter institutions, the classroom serves as a gateway for student integration into the academic and social communities within a college or university, which encourages subsequent institutional commitment and increases the likelihood of student persistence. A possible key for unlocking the gate is the Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987). This exploratory mixed methods study examined the relationship between the Seven Principles, academic integration, and subsequent institutional commitment with first-time freshman students enrolled at a commuter institution. The quantitative data analysis revealed the strongest relationship existed between Academic Integration and Subsequent Institutional Commitment; however, there was a moderate relationship between Academic Integration and Diverse Talents and Ways of Learning. The qualitative data analysis revealed academic and social integration were connected with the participants' perception of the institution. One possible implication includes more faculty training at the college-level regarding the use of effective instructional methods, which are component of the Seven Principles.