Nearly 50% of the students attending college for the first time this year will do so at a two-year college, and nationally, there is an increasing call for accountability. This means that two-year colleges, which have predominantly focused on access, now must place equal importance on student success. Conceptual models traditionally used to study persistence and success, do not adequately address the diverse needs and the unique characteristics of two-year college students. Using structural equation modeling to examine direct and indirect effects, this research was intended to test the nontraditional undergraduate student attrition model as advanced by Bean and Metzner (1985) using data from the Beginning Postsecondary Students Longitudinal Study 1996-98. Statistical findings indicate that demographic and enrollment characteristics do not directly effect persistence, but do so indirectly acting through what Bean and Metzner describe as environmental pull factors. These include working full-time, having dependent children, and having high levels of unmet financial need. Additionally, enrollment and demographic characteristics also failed to have significant effects on student experiences, overall satisfaction with college, and academic performance as measured by college grade point average. Results also suggest that though the nontraditional undergraduate student attrition model may be a good platform for future study of two-year college persistence, its use is limited by the data available and the current definitions of both student satisfaction and social integration as they pertain to the average two-year college student.