The purpose of this study was to identify alternatives to a comprehensive investigation of the factors which significantly influence the rate of dropout or withdrawal from adult education programs. Previous research concerning withdrawal has been concerned chiefly with factual data about participants. An assumption underlying this study is that the attitudes of students towards certain attitude objects, for example, age, number of children, size o f class, location of school, etc., might be more important than the factual objects themselves. Data were gathered by administering a questionnaire including 39 attitude items and 27 factual data items to 189 dropouts from the Wellesley, Massachusetts Adult Education Program. The primary conclusion of this study was that there are differences in some initial attitudes of students who complete and of students who drop out of adult education programs, and that these differences are significant. Suggestions for a further research include a need for a study to determine whether it is the attitudes of students or circumstances indicated by factual data that is the more important predictor of withdrawal. (CH)