This single site case study investigated the phenomenon of narrowly missed on-time graduation (bachelor's degree completion within four years rather than five) among first-time, full-time undergraduate students at one private residential college in the Northeastern United States. Lengthening time to an undergraduate degree is a national trend; the number of bachelor's recipients who complete their studies "on time" has decreased in recent decades, and the average length of time it takes most students to graduate from four-year institutions has increased. Delayed college completion implies significant individual, institutional, and societal costs. Therefore, colleges and universities have an obligation to policymakers and other stakeholders to understand and address the various factors that promote and impede timely degree attainment and improve their four-year graduation rates. Most studies of time to degree have focused on public institutions, and on the student characteristics and behaviors that predict on-time versus delayed graduation. This study considered the phenomenon of delayed bachelor's degree completion at an understudied institutional type: the private residential college. Because nearly a quarter of those who ultimately graduate with a bachelor's degree complete within five years rather than four, the study focused on narrowly missed on-time completion. Recognizing the role of institutional context, the study focused not only on student characteristics and behaviors, but also the relationships between institutional policies and practices and time to degree. The study used multiple data sources, including organizational documents, quantitative analysis of student data, and interviews with employees and fifth-year completers to explain the forces related to delayed degree completion within this unique setting. Findings indicated that certain groups were more likely to complete their degrees in five years rather than four. These groups included males, older students, Pell-eligible students, and those who earned fewer AP credits in high school. The study found no relationship between elements of the financial aid package including grant aid, work study, and the presence of unmet financial need and time to degree. Perhaps most importantly, findings suggest a number of college-year experiences and behaviors that are related to time to degree, including having an undeclared major in the first semester freshman year, academic performance, and registration-related patterns including course repeats and course withdrawals. College and university administrators and policymakers will find the results of this study of interest in informing institutional policy and practice, and designing future time-to-degree studies within the private college context. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]