This qualitative research study used Tinto's Theory of Social Integration and Retention to investigate the elements that influence Yemeni students' retention and attrition at U.S. higher education institutions in the Northern California. Eight college students were interviewed and seven stakeholders of the students (i.e., parents, high school teachers, etc.) participated in focus groups. Through thematic analysis, the data revealed three major themes: (1) Yemeni students who stayed in college received various types of support such as financial, family, academic, and self-motivation, (2) Students who stayed in college actively participated in campus activities or had professors who understood the unique challenges faced by Yemeni students, and (3) Students dropped out of college when encountering certain challenges such as financial stress, lack of English language proficiency, and a lack of cultural awareness. The study discussed ways to support Yemeni students in achieving their academic and professional goals. For example, communities, high schools, and colleges could work together to create programs to help Yemeni students make the difficult transition from high school to college thus improving the retention of Yemeni students. These findings should also inform higher education policies and reform efforts. [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.]