One of the most complicated challenges facing higher education institutions focuses on their ability to recruit and retain quality students. This challenge takes on added significance for small, private liberal arts colleges and universities that receive little to no external funding from state governments. The recruitment and retention of first time first-year students to small, private, liberal arts colleges is highly competitive. The primary purpose of this study was to explore the role of dispositional hope and goal setting in academic retention of students. Past research has demonstrated that higher levels of dispositional hope are consistently related to better outcomes in academics, athletics, physical health, psychological adjustment, and psychotherapy (Snyder, 2002). The regression models demonstrated in this research shows that dispositional hope scores and self-perception scores have an impact on the retention rates of students. Stated differently, individuals with prominent levels of goal-attainment and a strategy in place to ensure that the goals materialize, and who values themselves as a person and student athlete are more likely to stay enrolled at an institution. These findings suggest that increased areas of support as it relates to entry-level academic support and group interaction positively influences levels of hope and self-worth, ultimately leading to superior academic achievement and enhanced psychological well-being. [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.]