College student persistence and dropout have been studied for decades, but little inquiry has focused on community college or private two-year college students. Although about half of first-time postsecondary students enroll in a two-year college, researchers understand little about why only approximately a quarter of these degree-seekers complete any degree five years after entrance (Rosenbaum, Deil-Amen, & Person, 2006). Models that exist have been generated primarily from research on residential, four-year college students. The present analysis uses rich qualitative data to excavate the potential of Tinto's Theory of Student Departure for understanding the dynamics of persistence for a more nontraditional group--two-year college commuting students. To better reflect how these students successfully cultivate feelings of belonging and competence, reinforce goal commitment, and access valuable social capital, a new conceptual fusion of the formerly distinct processes of academic integration and social integration is considered. Students' perceptions of their academic and social integration reveal the centrality of fused "socio-academic" moments for cultivating feelings of belonging and competence, reinforcing goal commitment, and accessing valuable social capital. (Contains 10 notes.)