Designed to explore the utility of a retention assessment of students within a college of education, and using Pascarella and Terenzini's (1983) academic and social integration scales, this study found several pertinent results: (a) Factor analyses of the scales support earlier validation studies with first-year college students, and (b) The scales differentiate academic integration, social integration, and career decidedness between students who have been identified as at-risk (i.e., on probation, previously on academic suspension) and those who have not been so identified. The utility of these scales for use in partnered programming between university counseling services and faculty is also considered. (Contains 3 tables.)