The study focused on the importance of understanding why many entering University students in Gretsa University did not complete a degree as has been widely recognized by Bowen, Chingos, and McPhenson (2009), Bound, Lovenheim, and Turner (2010).The study examined social economic factors which were high cost of University education, romantic relationships, poor academic results and student employment. This research was carried out in Gretsa University premises. The target population was 1100 and sample used was 400 students. Data was obtained by use of questionnaires only. The data was then analysed using quantitative analysis: descriptive statistics. The contributing factors to school dropout in Gretsa University were high cost of University education, student employment, poor academic results and romantic relationships. The students were asked to state how frequently they’ve witnessed fellow students dropout and 57% indicated that they had witnessed their fellow students dropout of school. High cost of education being a determinant, the researcher asked the respondents to state who pays their school fees and 59% stated that their parents/guardian does. This led to a deeper research on the occupation status of the parents/guardian where it was found that 31.8% are self employed and 30.3% are casual labourers making it difficult for them to cater for the basic requirements of students at home and in the university. Student employment as a contributing factor to school dropout was proved by the data collected on many students 78.8% being unemployed meaning that its only a small number 1.5% are able to balance job and studies, J,Orszag, P.Orszag and Whitmore (2001). Poor academic results contributing to school dropout was shown by 57.6% respondents revealing average academic performance suggesting need to explore other potential factors. Romantic relationships as a contributing factor to school dropout was shown by the researcher sking whether respondents were single married or dating. From the findings 53% were single and 42.9% of the 53% reveled they were single for personal/professional/academic goals, MYERS (2001).The study made far reaching study to be carried out in other universities across the country.