Student-faculty interactions are a component of social integration, a key concept in Tinto's theory of student persistence which has received empirical support. However, the influence of social integration for commuting students has been questioned. Furthermore, student-faculty interactions in the classroom are under-researched and arguably undervalued as an influence on persistence. A questionnaire (n = 248), focus groups and interviews with students including those who withdrew from higher education outline the nature of student-faculty interactions and their influence on persistence. The research supports a theoretical focus on the classroom indicating student-faculty interactions including via active teaching could reap persistence and academic benefits.