Students who are blind or visually impaired are attending college at higher rates than ever before but are not achieving comparable academic outcomes to peers without disabilities. The variables that are associated with success in the college context among students who are blind or visually impaired have not been quantitatively examined. In this study, the researchers analyzed data from the second National Longitudinal Transition Study (NLTS2; SRI International, 2000). The NLTS2 provided a nationally representative sample of youth who were blind or visually impaired. The authors sought to determine statistical predictors of college attendance and persistence. College persistence was defined as earning 30 credits, equivalent to the attainment of sophomore status. An earlier exploratory factor analysis had identified factors, which the authors used in in this study to perform the regression analyses of attendance and persistence. Parent expectation of a youth's attendance was the variable most strongly associated with college attendance. Youth whose parents expected them to attend college were nearly eight times as likely to attend, compared with youth whose parents did not expect them to attend college. The student's ability to find academic help from sources outside of university-provided supports was the variable most strongly associated with persisting to at least 30 credits. Students who reported finding help outside of university-provided supports were four times as likely to persist to 30 credits. Recommendations are made to school personnel, university personnel preparation programs, and university disability services professionals.