Based on current research and seminal theories on learning, quality, and academic persistence, this study sought to establish the core components of academic quality in higher education and to determine if these components can be used to predict students' intention to persist. This study also looked at differences between traditionally aged college students and their non-traditional adult learner counterparts. Results were significant for all questions asked, suggesting that academic quality can be used as a predictor of students' intention to persist. Additionally, the study found that adult learners rated both the academic quality of their programs and their intention to persist significantly higher than traditional students. Recommendations for further study include research aimed at better understanding persistence estimation and the specific academic quality and persistence relationships that exist in individual programs. [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.]