This dissertation investigated the effects of the intervention of the Just One Mentoring Program on student persistence in completing their career programs. The population for this study consisted of a heterogeneous group of students enrolled in the Just One Mentoring Program during summer 2003 through fall 2006 at a community college located in Milwaukee, Wisconsin. A total of 46 students (29 females and 17 males) from various ethnic backgrounds participated in the study. The study found that students who participated in the Just One Mentoring program demonstrated persistency in their career programs. Females demonstrated greater proficiency in social integration than males. Academic integration had the most compelling influence on non-persistence. Other influences were environmental with work schedule, family problems, and financial problems. Persistence was defined as: (1) returning suspended students who participated in and completed the Just One Mentoring program to the college immediately with their financial aid; (2) increasing the success rate of course completion each semester after returning to the college; (3) improving student grade point average; (4) continuing enrollment each semester; and (5) graduating from their programs, or transferring to a four-year college or university, or gaining employment. Independent variables in the study included age, gender, ethnicity, and enrollment status at the time of suspension, campus attended, graduation, transfer to other college or university, employment, social integration, academic integration, hours in class, credit hours, reason(s) for suspension, and assessment of the perceived effectiveness of the Just One Mentoring Program. This study was a descriptive methodology using a mixed method of quantitative and qualitative research. It used document materials, survey, focused group interviews, and a college database of students' records called Cosmo to triangulate the participants' responses to the research questions. Data were analyzed by calculating frequencies, counts, percentages, means and standard deviation. The t-Test was used to test for significant differences in the characteristics of persistency. The results of this study contributed to understanding the factors which influence students' decisions to persist in college. The findings of this study provide academic administrators and others in higher education information about the factors affecting students' persistence in community colleges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]