Retention has long been an issue within the academic world, with retention being a proxy for prospective students to determine institutional success and commitment to their students. Within the nursing field this problem is compounded by even lower than average retention rates within academic institutions and a field that is losing professionals at an increasing rate due to retirement and burnout. Academic institutions have attempted to address this problem through the development of a holistic education model, which theorizes support beyond academics will help students feel more committed to their institution and be less likely to attrit. The problem addressed by this study is that the average attrition rate for nursing students is 30%. The purpose of this qualitative phenomenological study was to document the knowledge and lived experiences of students who were admitted through a holistic education framework and its impact on their perceptions of support and retention at their university. The sample was 17 nursing students from a for-profit nursing university, that has multiple campus locations in multiple states. Data were collected using semi-structured open-ended interviews. The research findings showed that participants primarily were open to the holistic framework, with a smaller subset either indifferent or concerned about shifting the collegiate focus away from academics. Students felt that holistic practices would increase both their perception of institutional care and their perception of their likelihood to be retained, if those practices met the needs they had. One recommendation for further research would be to conduct a qualitative study focused on what the students felt their holistic needs were, as this study presented findings that many students felt the holistic services offered did not address their direct needs. A practical recommendation would be to include student representatives in the development of holistic materials and resources as they could define the issues being faced by the student population more directly than leadership. [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.]