University dropout is a complex challenge, especially in Exact Sciences programs. The aim of this article was to investigate the relationships between self-efficacy beliefs, sense of belonging, and perceived curricular relevance with the persistence intentions of 37 students enrolled in an Exact Sciences Teacher Education Program offered at an off-campus site of the Federal University of Rio Grande. Grounded in Tinto’s (2017) Student Motivation Model of Persistence, the study adopted a mixed analytical approach. The quantitative stage, conducted through a questionnaire, demonstrated a positive and moderate correlation between persistence intention and the three constructs evaluated (self-efficacy, sense of belonging, and perceived curricular relevance). However, the qualitative analysis of seven individual cases revealed that the academic trajectory is multifaceted, with the context and dynamics of an off-campus site exerting strong influence. Students with high predictive indicators of success dropped out due to external factors, such as work overload and socioeconomic vulnerabilities. Conversely, students with a low sense of belonging persisted in the program, supported by high self-efficacy and clear external goals. It is concluded that persistence is determined by a complex interaction of factors, reinforcing the need for personalized institutional actions that promote pedagogical support and a sense of community.
