The purpose of this two-phase mixed methods research study was to examine the select noncognitive factors of academic integration, goal orientation and self-efficacy relative to the persistence of traditional and nontraditional students. First, eighty-three questionnaires were distributed to traditional and nontraditional students enrolled at a private, religious-affiliated, 4-year institution. Second, the questionnaire respondents were asked to participate in a semi-structured interview to expand upon the findings of the questionnaire. Nineteen respondents completed the questionnaire of which twelve were interviewed. Quantitative data was analyzed using the computer software program Statistical Package for the Social Sciences and qualitative data was coded and analyzed by the researcher for recurring themes and phrases. The developing themes suggest academic integration and student engagement were factors for continued persistence. As reported by the participants, the intent to persist was important to goal completion; similarly strong academic self-efficacy was reported to be linked to continued persistence. Lastly, participants reported student-teacher interaction and use of real-world experiences was associated with academic progress. [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.]