Examined in this study were faculty perceptions of students who do not continue their college education. Also examined was how urban and rural community colleges faculty perceived academic preparation, work ethics, and institutional support as predictors of student success. In this predictive study of community college faculty, 36 faculty members were surveyed in two community colleges located around a major metropolitan area in a South Atlantic State to explore their perceptions towards student dropout characteristics. The diverse demographics of the faculty and school location predicted survey responses when participants were asked to consider what they knew about student dropouts in community colleges in this South Atlantic State. A mixed method research design was used to investigate faculty perceptions concerning reasons that student drop out of college. An instrument known as the Student and Faculty Perceptions of College Student Success: Faculty Survey (SF Pass FS; Scott, 2008) was used. A mixed method included both qualitative and quantitative methods with an explanatory design analysis. The independent variables used in quantifying the results of the survey were the diverse demographic characteristics of the faculty, while the dependent variables were the student's academic preparation, work ethics, and institutional support. The mixed-method research included multiple linear regression analyses. The calculation of the regression coefficient for all the variables was done to determine the overall influences of all the variables used in the study. In the results of the study, it was implied that significant predictions were possible in the perceptions of academic preparation, work ethics, and institutional support. [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.]