The purpose of this qualitative descriptive study was to explore how the social and academic integration of first-time college students from a midwestern university influenced their decision to return to college. This qualitative descriptive study explored two research questions: RQ1: How do first-time college students describe their role of social integration in their decision to return to college? RQ2: How do first-time college students describe their role of academic integration in their decision to return to college? This study used Astin's (1984) student involvement theory and Tinto's (1987) interactionists theory of student departure theoretical foundation for understanding student involvement with social and academic integration. Two data sources were used with a purposive sample of 13 students that participated in 15 open-ended semi-structured interviews. A total of 50 students completed the 13 closed-ended questions of the questionnaires. Descriptive statistics data for RQ1 answered the question demonstrating five roles. Thematic analysis for RQ2 answered the question demonstrating three roles. Three themes were developed for this study. The conclusion of this study is that students described their experience of having eight roles that answered the two research questions. Those roles were being a student, being involved, connectivity, environment, having a choice, having a sense of belonging, inclusion of the institution's campus environment, and relationship building. [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.]