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Using the longitudinal data of the 18 to 20 year-old cohort from the Youth in Transition Survey (YITS), the present analysis examined youths who attended postsecondary education during the three cycles (2000, 2002, and 2004). Following the theoretical framework of Tinto (1993), postsecondary dropouts were identified and profiled based on pre-postsecondary condition and postsecondary integration and membership. Results of survey analysis indicated that Canadian postsecondary dropouts tended to: (a) be male; (b) have a low postsecondary educational goal; (c) have an experience of dropping out of high school; (d) have an experience of drug abuse in high school; (e) have the first year postsecondary Grade Point Average (GPA) below 60%; (f) fare poorly in social networking; (g) show no interest in volunteering work on campus; (h) have nobody on campus to talk to about their personal issues; (i) contemplate (at least monthly) dropping out; (j) have low sense of belonging; (k) rely on social assistance; (l) have no government scholarship or parent loans; and (m) marry during the postsecondary years. Potentially persistence could improve if: (a) secondary education systems train students to have an adequate potential for university studies (i.e. the importance of higher standards); (b) trade schools and colleges make their programs more 'friendly' to students and provide remediation to prepare students for their programs; (c) there are support groups on campus for students at postsecondary education institutions; (d) postsecondary education institutions make every effort to ensure that youths succeed in academic coursework (i.e. the importance of academic success); (e) postsecondary education institutions offer extracurricular activities so designed that participation can help youths deal with the academic challenge and demand of their programs while building relationships (i.e. the importance of sense of belonging); and (f) postsecondary education institutions establish multiple forms of scholarship to boost the morale of youths for persistence in postsecondary education (i.e. the importance of reward for persistence).