This study analyzes the experiences of a cohort of provisionally admitted college students related to their completion of the baccalaureate degree or to their stop out or departure from enrollment. Data analysis resulting in findings with implications for secondary and higher education leaders. Provisional students, many who were first-generation in students in higher education experienced nontraditional secondary schooling and students with traditional high school preparation faced significant personal and family challenges that affected completion of high school courses. Set in the context of entering college without completion of required coursework, at-risk students had an external locus of control, believing outcomes were due to events beyond their control and experienced difficulty in successfully transitioning to the academic and social challenges of the higher education environment. This study underscores the importance of the students' development of persistence behaviors prior to college entrance.
