Student persistence is a popular topic with numerous published literature. However, few research studies in the field of higher education administration have focused on the comparison between freshmen and undergraduate transfer students about their persistence. The purpose of this study was to identify and compare the persistence factors between freshman and undergraduate transfer students during 2015-2016 academic year at a commuter university, which expanded its curriculum downward in 2014 from a two-year upper-level university offering only junior, senior and graduate classes to a four-year university offering freshman to graduate classes. By examining the existence of significant difference between freshman and undergraduate transfer students in persistence factors of demographic background, environmental factors, academic integration, and social integration, this study provided higher education administrators a better understanding of students' persistence behaviors and assisted enrollment managers in the formulation of effective enrollment management strategies for both freshman and undergraduate transfer students. A descriptive comparative quantitative research design with a theoretical framework based on Tinto's student persistence theory was used in this study. The target population of this study consisted of all degree-seeking undergraduate students who were admitted and enrolled in Fall 2015 at the research institution. Data were collected utilizing an online self-reporting survey questionnaire with questions about students' background and enrollment information, and the Institutional Integration Scale. Data analyses were performed using the Statistical Package for the Social Sciences for chi-square analysis, two-way analysis of variance, and logistic regression analysis. The findings showed that the predictors of persistence on freshman students and undergraduate transfer students were generally different. Tinto's model of student persistence was adequate to explain the persistence of freshman students, but not the persistence of undergraduate transfer students at the research institution. Further research building upon the findings of this study was recommended in order to develop a new persistence model to better differentiate and identify the persistence factors of both freshman and undergraduate students at commuter institutions similar to the research institution. [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.]