Student retention is an important topic for higher education. Despite this, there is little evidence that college student persistence has improved in recent years. Tinto’s (1975, 1987, 1993) Theory of Student Departure (TSD) launched the majority of research concerning student retention. Tinto’s TSD (1975) centers on the importance of two items on the student’s dropout decision: (1) academic integration, which represents the student’s integration into the academic system of the college, and (2) social integration, which represents the student’s integration into the social system of the college. This model has been expanded upon by numerous researchers to include additional antecedents to academic and social integration. In the same vein as these efforts, and in accordance with Tinto’s quote cited above, we examine two potentially important antecedents of academic and social integration. Our first antecedent relates to the role of faculty in student retention, and the second relates to the role of peers in student retention. Through a survey of students in an introductory accounting course, we find that student willingness to seek academic help from professors has a positive impact on academic integration, and that student willingness to seek help from other students has a positive impact on both academic and social integration. Since academic and social integration have a positive effect on the student intent to persist at an academic institution, both of these willingness constructs have an indirect effect on the intent to persist. These results have important implications for academic institutions. To begin with, they highlight the critical role that faculty play with regard to student retention. Further, they offer some initial evidence that supplemental instruction programs have an important effect on student intent to persist