Course withdrawals may lead to financial burdens for students, institutions, states, and the federal government. Understanding consequences of course withdrawal is key to understanding its implications and developing interventions to improve student success. Since no research has examined course withdrawal behaviors and their relations to student degree outcomes within a statewide or nationally representative sample, the author addresses this gap by using statewide administrative data from the Texas Education Research Center (ERC). The study sample comprises four fall cohorts of first-time degree-seeking college students attending any public two-year college or public university in the state of Texas. This study estimates the relationship between course withdrawal and student outcomes in the Texas public higher education institutions.