This quantitative causal-comparative study examined to what extent, if any, there were significant differences in community college student success rates (course grades, semester GPA, and rates of persistence) between those students completing an online college success course and those completing a traditional college success course. Each of the research questions were answered with the statistical analysis of a de-identified archival data set of 786 (313 online, 473 traditional) community college student records from a community college in southeast Tennessee. Based on the theoretical models of Alexander Astin and Vincent Tinto of the relationship between student engagement and student success, course grades were statistically significantly different (U = 65180.0, z = -3.123, p = 0.002). Grades were higher for students in the traditional course (Mdn = A) than for students in the online course (Mdn = B). The average GPA of students completing the traditional course (M = 2.53, SD = 1.42) was higher than the average GPA of students completing the online course (M = 2.02, SD = 1.48), a statistically significant difference (t(649.093) = 4.707, p = 0.000003). There was a marginally statistically significant association between delivery type and student persistence rates to the next semester (X[superscript 2](1) = 3.508, p = 0.061). The researcher recommends that community college administration and faculty review the findings, implications, and conclusions as they make decisions regarding programming, specifically in relation to classroom modality. Further study is recommended with a larger sample size in a variety of geographical locations and courses. [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.]