One important factor neglected in the literature involves an investigation into whether the increased utilization of part-time faculty impacts student retention. Are part-time faculty, who are employed primarily to teach introductory courses, having an adverse affect on student retention? Are universities recognizing and studying the potential issues that might arise when a substantial portion of incoming freshmen receive the majority of their instruction from part-time faculty? This paper presents the results of an ongoing study of the relationship between faculty status and student retention at a comprehensive Midwestern university. Of particular interest is the degree to which first-time full-time freshmen are exposed to part-time faculty and whether there are ways to determine if faculty status, defined here as part-time versus full-time, has a discernable and direct impact on student retention. (Contains 1 figure and 6 tables.)