Non-traditional students who are in their first year of college in online open-enrollment institutions have high drop-out rates. These students tend to benefit the most from student engagement. This qualitative study examined the success of a student-engagement based retention initiative known as the lab instructor model from the student perspective. A survey with, both, closed-ended and open-ended items was used to collect data on students' feelings regarding what engagement efforts (from a secondary faculty member known as a lab instructor) students felt had the greatest impact on them resulting in their completion of a class and why. This study's results show that students not only benefit from but recognize that student-faculty interaction and the knowledge their institution supports them in their academic endeavors, indeed, contributed to their success. The notion is validated that the more students are engaged, especially those more at risk of dropping out, the more likely it is they will persist toward course completion on to graduation. Pursuant to an analysis of the data collected, and based on the findings, recommendations on increasing student engagement are also presented. [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.]