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Universities are facing challenges in the area ofstudent retention and graduation. A critical question is whatschools can do to improve undergraduate students’ inten-tions to complete college. Dropout intention has beenstudied, yet the exploration of college completion intentionhas not been thoroughly examined. Using structural equa-tion modeling, a model was developed to explain collegecompletion intention of undergraduate students. The inde-pendent variables were perceived institutional support,academic self-efficacy, institutional commitment, class-room learning environment, and social support. A total of260 university students participated. The model explains37 % of the variance in college completion intention. Theconclusion reached from the analysis is that the learningenvironment is a moderately powerful but indirect influ-ence on students’ college completion intention. Further-more, social support and perceived institutional supportcontribute to a student’s intention to complete college.Academic self-efficacy plays a smaller yet significant rolein student’s college completion intention also. Institutions need to be places that develop positive experiences in the classroom as this is a major catalyst in the student’sintention to complete college.