Addressing the needs of students of color in higher education more effectively must no longer be an optional priority for college leaders and policymakers. To devise a strategy for change, more data are needed. Of particular note is the fact that few researchers have explored persistence for students of color at rural institutions, many of which are also predominantly White institutions (PWIs). The purpose of this research study was to investigate the factors associated with connectedness and persistence for students of color, with the primary emphasis placed on the students' perceptions and experiences. To explore the individual and institutional factors associated with persistence for students of color at rural PWI, I explored the institutional culture characteristics that impact connectedness and sense of belonging for students of color. Through the voices of the student participants, this study revealed institutional factors present that helped as well as hindered persistence and finding a place to belong for students of color. The study data revealed two institutional cultural characteristics that participants identified as challenges to their sense of belonging and feelings of connection: a lack of critical mass of people of color and the dominance of the LDS religion on campus among faculty, staff, students, and residents of the broader community. Balanced against challenges to their persistence, students identified three characteristics that supported their ability to persist and/or their sense of belonging. These characteristics were affordability, involvement opportunities, and built-in support networks. These perspectives shed light on the campus cultural characteristics that impede and/or foster connectedness and persistence for students of color at the rural institution being studied. In addition to closing this research gap, this study provides evidence that can translate research into practice for higher education leaders, practitioners, and policymakers desiring to improve persistence for students of color at various types of institutions. As more students of color seek higher education and enroll at rural PWIs, addressing persistence challenges in this setting requires further research. Doing so offers distinct value in assisting university leaders in developing the practices, policies, programs, and staff that can best support students of color in achieving their higher education goals. [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.]