This quantitative quasi-experimental study investigated the impact of a four-hour self-compassion intervention on retention related variables for first-year pre-health students. Retention related variables included GPA, interest in a health care career, identity as a future health care professional, health care career calling, student burnout, depression, perceived stress, and perceived social support. Participants were matched on GPA, race/ethnicity, and median family income to create an intervention group (n = 12) and control group (n = 12). Within-subject analyses included a paired samples t-test and repeated measures ANOVAs, revealing a significance difference within the intervention group's scores for self-compassion. Lack of perceived social support among all participants was also significant. However, participants showed less perceived social support. An independent samples t-test and mixed model ANOVAs were conducted for between-subjects comparisons. Observed changes between groups were positive for interest, identity, and career calling in the health professions; exhaustion; perceived stress; and perceived teacher social support; but no statistical differences were identified. Results hint at the potential for self-compassion instruction and practice as effective strategies for promoting student retention and persistence. Additional research in this area is needed to support the results of this study. [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.]