Student dropout has become a critical issue that has garnered global attention, with profound implications for the social and economic development of a nation in the future. If not effectively addressed, this issue can lead to long-term negative consequences. This study aims to identify key predictor factors such as life purpose, interest in learning, and academic self-efficacy in influencing students' intention to drop out of school. A fully quantitative approach was employed to test the formulated hypotheses. A total of 386 fourth-year secondary school students were selected as the study sample, using cluster and simple random sampling techniques. Four adapted instruments were used, namely the General Self-Efficacy Scale, the Prospective Life Course Questionnaire, the Academic Motivation Scale, and the Intention to Leave Instrument. Data analysis was conducted using IBM Statistics version 29 for descriptive and inferential statistical analyses, including independent sample t-tests and multiple regression, to address the research questions. The findings revealed significant differences in dropout intention, purpose in life, academic self-efficacy, and interest in learning based on gender. Additionally, the study found that 22% of the variance in predictor variables significantly contributed to students' intention to drop out. These findings provide valuable insights into the field of educational psychology, particularly in developing more effective intervention strategies to reduce the rate of student dropout in schools.