A survey of 374 women students, who re-entered formal education at 13 community colleges in Northern California, was conducted to determine whether probability of persistence or non-persistence could be predicted on the basis of selected life antecedents, and which student services were perceived by persisting and non-persisting students as most important in keeping students in school. Kolmogorov-Smirov and chi square tests were used to show statistical significance of the variables which included age; marital status; number and age of children; educational background, goals, and interests; husbands' characteristics; family income; impact of a women's re-entry education program on campus; transportation; self-image; health; and ethnic background. Persisters tended to be over 40 years old, without children or prior college experience, and have incomes under $15,000. Of counseling, child care, block classes, financial aid, peer counseling, tutoring, and identity centers, persisters perceived counseling, child care, and block classes as the most important student services. Findings indicated that women's re-entry education programs retained students better than other programs, and that women over 40 were successfully filling career goals; the value of peer counseling, tutoring, and identity centers for this group of students was questioned. A discussion of women's re-entry programs, a bibliography, and appendices are included. (Author/MB)