A questionnaire survey was made of 364 State University of New York (SUNY) correspondence course dropouts. Responses came from 187. College credit, career related skills, self-improvement, and certification or college degree requirements had been the leading motives for enrolling; major reasons for discontinuing involved instructors and administrative procedures (especially late return of lessons), followed by low motivation, poor learning orientation, other demands on one's time, changes in one's plans, and course content. No close relationship was seen between the two sets of reasons. Of all respondents, 75% failed to turn in lessons beyond the 1/4 point and 34% submitted no lessons; however, 63% indicated that they had learned something from the course, while 40% planned to complete their course eventually. All respondents had at least a high school education and 68% had had some college. About 22% were enrolled in more than one correspondence course, and 28% were taking other college credit courses. Men and women differed significantly in age distribution, educational background, and course load. Findings showed, among other things, a need for better student counseling. (author/ly)