Staub, D.Aysal, ÖC.2025-12-302025-12-30202597830319002979783031900303https://doi.org/10.1007/978-3-031-90030-3_13https://hdl.handle.net/20.500.14365/8478Ironically, while student attrition is prevalent in virtually every higher education institution, the same cannot be said for student retention awareness, acknowledgment, and action plans. In an English as the Medium of Instruction (EMI) context, particularly in first-year intensive English language programs (IEPs), student attrition is acute and high-stakes. Students who cannot succeed in the IEP may never make it to their academic program of study. A primary indicator or precursor to departure is absenteeism, but this is often a proxy for some skill deficiency, which leads to dis-engagement and circles back to high absenteeism. This pattern can quickly devolve into a downward spiral. This chapter explores various causes of attrition in the EMI context and possible solutions to the problem through a case study at an EMI university in Türkiye. A Retention Specialist, an Academic Support initiative, and a Mentoring program have all positively contributed to the retention effort. A micro-credentialing program designed to build non-cognitive skills to help students succeed has shown particular promise and is examined in greater depth. The essential point is that retention requires a collective, multi-lateral approach. Institutions ready to enact retention initiatives are ready to positively impact many of their students. © 2025 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG.eninfo:eu-repo/semantics/closedAccessDigital BadgesEMIMicro-CredentialsRetentionStudent EngagementBook Part10.1007/978-3-031-90030-3_132-s2.0-105022361178