This qualitative study explored personal factors students with invisible disabilities (SWIDs) associate with their voluntary withdrawal from a mid-western state land grant university (LGU) after completing 60 or more college credits. In-depth, semi-structured interviews were used to gather data from the five participants, all former students with invisible disabilities. The data were coded and contrastive thematic analysis was conducted across all the cases. Nine common factors were identified within participants' descriptions of their college withdrawal experience. These factors included: disability characteristics, medical reasons, feelings of inadequacy, little sense of belonging, small college desire, self-advocacy, disclosure to faculty and staff, involvement in campus social life, and finances. The complex interconnectedness of a number of the factors is central to many of the participant's experiences, emphasizing the need for a multifaceted approach to retention strategies for SWIDs.