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This paper reports a study which investigated the impact of institutional influences upon the attendance behaviour of part-time students in a certificate course in TAFE. Students' satisfaction levels with four institutional influences were surveyed: curriculum relevance, student learning factors, student/lecturer relations, and administrative policies and procedures. The study found that dropout respondents recorded significantly lower satisfaction levels that persisters in the case of student/lecturer relations and curriculum relevance. The findings suggest that key institutional variables are strongly linked with the attendance behaviour of part-time students in TAFE.