The preponderance of research examining college student retention has focused on the influence of academic and social integration factors (Bean, 2005; Braxton, Hirschy, & McClendon, 2004; Pascarella & Terenzini, 1980; Tinto, 1993). Recent research suggested that psychosocial factors may be significantly related to student departure decisions (Bean, 2005). In addition, the psychological construct of hardiness has been positively correlated to retention of students in higher education (Lifton, Seay, McCarly, Olive-Taylor, Seeger, & Bigbee, 2006). The attributes associated with Communities of Practice (CoPs) may include many of the factors that might be considered psychosocial variables (Lave & Wenger, 1991; Stein, 1998; Wenger, 1998a). The function of CoPs is the promotion of individual and group learning that offered meaning and united members (Wenger, 1998a). The U.S. Army ROTC program offered a community of practice that encouraged learning through both formal and informal learning experiences and provided the social and psychological development variables that may contribute to retention. This study examines the extent to which the social and psychological variables, including hardiness, influenced the retention of participants in U.S. Army ROTC in higher education. Assessments measuring the variables were administered to participants in U.S. Army ROTC programs, and the results were analyzed using a logistic regression model to determine the probability of persistence in higher education. [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.]