This study examined students' ratings of satisfaction and importance of academic advising and instructional effectiveness in relation to their retention from semester to semester at one two-year technical college. Class levels and age groups were also studied for relationships to retention and student perceptions of satisfaction and importance. Quantitative analysis was conducted on data from the Ruffalo Noel Levitz Student Satisfaction Inventory Form B and college enrollment records. Findings aligned with Tinto's student integration model (1975), indicating that spring-to-fall retention rates of students in their first year at the college were significantly different than for peers who had been at the institution for two or more years. In addition, for every one-point increase in instructional effectiveness importance scores, participants were more than two times likely to be retained from the spring to fall semester. Retention strategies are recommended for adoption by higher-education leaders. [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.]