Determining ways to help retain students in higher education institutions is becoming an issue with greater urgency with each passing year. This study looked at the possibility of learning environments as one way to influence student course attrition and student perception of engagement, using the theoretical lens of sociocultural theory (Vygotsky, 1978) by reviewing data from an institution of higher education in the Northeast of the United States. To that end, data on the number of students enrolled in one semester and correlation between learning environment and course attrition were compared (n=3298). No significant relationship was found with a phi correlation coefficient (ø = 0.021) between these variables, meaning that any difference between the number of students dropping or remaining in the course were minimal and likely not due to the learning environment. The sample was further investigated with a survey to determine perceptions of higher education students in either traditional or Learning Studio learning environments regarding course attrition. Findings include participant support of Vygotsky's sociocultural theory (1978), in that, participants affirmed the benefit of social interaction with instructors and peers. On the other hand, concerns about instructor competence with technology was noted as a negative aspect of the Learning Studio.