Student dropout in higher education is a significant sociological and educational issue because discontinuation of higher education can affect students' employment opportunities, economic mobility, social participation, and future life chances. Student dropout is not generally the result of a single factor; rather, it emerges through the interaction of economic, academic, institutional, family, social, psychological, and personal circumstances. The present study proposes a descriptive sociological investigation of the factors associated with student discontinuation from higher education. The study focuses on students who have discontinued their higher education as well as, where appropriate, currently enrolled students for comparative understanding. The research examines the relationship between socioeconomic background, family circumstances, academic experiences, financial difficulties, institutional conditions, social support, and students' decisions to discontinue their studies. A mixed-method descriptive research design may be employed, combining a structured questionnaire with semi-structured interviews. Quantitative data may be analysed using frequencies, percentages, cross-tabulations, and appropriate measures of association, while qualitative responses may be analysed thematically. The study is expected to contribute to a sociological understanding of dropout by locating individual decisions within wider social and institutional structures. The findings can assist educational institutions, policymakers, teachers, families, and student-support services in developing strategies to reduce preventable discontinuation from higher education.