This study aimed to identify the factors that influence the intention to continue studying among freshmen in the nursing department, and to provide basic data for exploring ways to help freshmen lead a stable college life and efficient school management. This study was conducted from November 14 to 18, 2022, among freshmen at S women's college of nursing in Seoul, and the data collected from 85 students was used for the analysis, excluding non-responses. Differences in intention to continue studying and predictors of academic dropout were analyzed by ANOVA according to the general characteristics of the subjects, and the relationship between the variables was analyzed using Pearson's correlation coefficient. The factors affecting the intention to continue studying were analyzed by multiple regression analysis. As a result of the analysis, first, the intention to continue studying according to general characteristics was statistically significantly different only for the intention to continue studying according to age. Second, when analyzing the differences in predictors of academic dropout according to general characteristics, there was a statistically significant difference in academic self-efficacy according to grade point average, and a statistically significant difference in major aptitude and career congruence according to age and the person who influenced them when they entered college. Third, the correlation analysis between age, intention to continue studying, and predictors of academic dropout showed that intention to continue studying had a statistically significant positive correlation with all variables except family environment and economic level. Finally, the results of the analysis of factors affecting intention to continue studying showed that interaction with professors, major aptitude and career congruence had a statistically significant effect on intention to continue studying. This study is significant in that it identifies factors that influence freshmen nursing students' decision to persist in their studies and provides a basis for exploring practical guidance for students with low persistence.