Terms such as retention and persistence reflect the interests of different parties. Much of the empirical and theoretical literature deals with retention from a ‘supply‐side’ perspective. This article has three main sections. The first consists of a summary of recent empirical findings from surveys of students who left their on‐campus programmes prematurely. The second section, which discusses a range of theoretical formulations, begins to shift the thrust of the article from on‐campus programmes towards open and distance learning. The third considers some implications for persistence in open and distance learning that follow from the preceding two main sections. The article concludes by stressing the importance of the student experience. (Abstract from author)