Higher education is widely recognized as a pathway out of poverty. However, its unintended consequences, such as brain drain—where students leave their hometowns and do not return—can exacerbate poverty in those regions. This dissertation explores the dynamics between higher education and hometown retention, emphasizing the overlooked aspect of graduate migration and its contributions to regional economic disparities and the distribution of intellectual wealth.Addressing this critical issue, the current exploratory research investigates how interactions with one’s hometown during college affect attitudes toward returning and contributing to these communities post-graduation. Central to this investigation is the hypothesis that increased interaction with one's hometown during college years can mitigate brain drain in the long run by strengthening community ties among students. To explore this hypothesis, the study utilized an online questionnaire completed by 95 students from a public university during the 2020-2021 academic year. It provides a detailed analysis of these interactions. Findings suggest that while college education is transformative, it does not necessarily change students' intentions to return to their hometowns. However, increased interaction significantly enhances the likelihood of returning by 15% and involvement in local development by 27%, highlighting the critical role of maintaining connections during college years. The results also reveal notable differences among student groups. First-generation, Hispanic, and Native students are more likely to return and engage with their hometowns compared to their White and African American counterparts. Factors such as higher income levels, employment status, and relationship commitments are identified as competing priorities that diminish the likelihood of returning. In conclusion, the study suggests that fostering connections between students and their hometowns can counteract the effects of brain drain. Targeted strategies that cater to diverse student groups may effectively encourage return and engagement post-graduation, supporting the revitalization of underprivileged communities and positioning education as a potent tool for equitable development across regions. This work enriches scholarly discourse on geographic disparities and graduate migration and offers critical insights into potential policy implications for educational and community planning.