A causal model of academic factors affecting undergraduate student persistence at a large, urban, commuter university was tested. The effects of academic variables on persistence from fall to spring semester were also assessed for transfer and native students. The model accounted for 49% of the total variance in persistence, while separate models for transfers and natives accounted for 55% and 51%, respectively. The variables having the greatest direct or indirect effects on persistence were practical value, academic integration, academic satisfaction, academic performance, and intent. The results indicate that academic factors represent an important component in student persistence models. Although persistence rates of transfers and natives were not significantly different, the following differences between the two groups were found: academic performance had a greater effect on persistence for natives, academic difficulty was a factor only for natives and educational aspiration only for transfers, the effects of external factors on academic satisfaction and the effects of academic satisfaction on performance were positive for transfers and negative for natives, the students' gender and class level also contributed to these differences. It is recommended that this causal model of transfer student persistence be used in further research. References, figures and data tables are appended. (Author/SW)