The current study merges theory and research in higher education and organizational psychology in order to investigate student retention in adult learners. Factors that are associated with student retention were examined and points of intervention are recommended. Specifically, this study focuses on the role of campus environment, classroom characteristics, and affective experiences (e.g., attitudes) in predicting intentions to act (e.g., stay or leave). Data were analyzed with structural equation modeling techniques to determine whether affect and attitudes mediate the relationship between the environment (e.g, affective experiences, campus, and classroom) and intentions. Results indicated that skill variety, the variety of instructional methods used in the classroom and amount of skills students can apply, was predictive of intentions to stay at the university. In addition, the relationship between student relationships and feedback and intentions to leave was fully mediated by affective commitment. Adding to the variance explained in affective commitment, task significance was predictive of affective commitment, which in turn predicted intentions to leave. [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.]