This study examined the factors that predict the likelihood of a first-time freshman (FTF) student retaining and graduating in a timely manner at the University of Kansas (KU) based on their perceptions of the frequency and quality of student-faculty engagement, with an emphasis on exploring differences between underrepresented minority students (URM) and non-URM students. Using FTF survey responses from the National Survey of Student Engagement (NSSE) at KU and institutional student data (demographic information, academic preparedness details, and outcome measures of retention and completion), this study uses a scaffolded quantitative research design. This study finds that FTF students, regardless of URM status, perceive activities of student-faculty interaction to be occurring infrequently, while they perceive instructors to be utilizing effective teaching practices frequently, and are satisfied with the quality of interaction with faculty. Perceptions of the frequency and quality of student-faculty engagement are not related to retention and timely graduation for FTF URM students. However, perceptions of the frequency of certain student-faculty interactions and effective teaching practices do demonstrate a relationship with retention and timely graduation for all FTF students and non-URM students specifically. In particular, there is a negative relationship between the frequency of feedback on draft assignments and works in progress and student retention to the second year. This study finds that cumulative GPA in the first year of college, above all other factors, is positively related to student retention and timely graduation of all FTF students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]