This case study addresses the exigence of low retention and graduation rates of college students. The authors sought to incorporate the perspectives of all three stakeholders implicated in retention efforts--administrators, faculty, and students--by implementing a personalized system of instruction (PSI) in eight of their college courses. This case study reports on two of the courses in which PSI was implemented--Rhetorical Theory and Public Speaking. In the PSI courses, students were asked to engage individually in reading, writing, discussing, and applying the concepts of the course in a self-paced, self-directed format. The case study explains the format of the courses and provides sample study-guide concepts, quiz questions, think-piece questions, and grading options for the two courses. The benefits reported by instructors of and students in the two courses are outlined as well as possible questions that might be raised about this method of instruction. The authors suggest that PSI instruction, which largely died out after its peak in the 1970s, may deserve a second look as an effective method for retaining and graduating college students.