Research demonstrates that the vocational education sector continues to experience an exceptionally high dropout rate, suggesting the need to further understand why students fail to complete their education. However, it was not known what or how the three key factors of admissions practices, staff leadership skills, and accreditation standards influenced the rates of student retention and completion in postsecondary vocational education programs. The purpose of this qualitative case study was to identify and describe the influence of admissions practices, staff leadership skills, and accreditation standards on student retention and completion in postsecondary vocational education programs throughout New York, California, and Arizona. The theoretical framework for this study included transformational and career development theory. The study's sample included 20 vocational leaders, administrators, and students from five vocational education certificate-granting institutions for the states of New York, California, and Arizona. The case study design achieved triangulation through the use of structured phone interviews, a survey, and document analysis. Results show leadership mindset was the key component of this study and was responsible for retention and completion in vocational education. These findings will help scholars to better understand student retention and completion in vocational education 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.]