Higher education persistence and retention rates have been scrutinized more than ever before, at both the state and national levels. Student success and completion rates are central to funding formulas, and this is specifically true for community colleges in Texas. This study examined the role of library instruction on community college student course success and completion. The frameworks used to support this study are Astin's Theory of Involvement, Astin's I-E-O Model, and the ACRL Information Literacy Framework. The data set was collected over a multi-year period at a large community college in the Gulf Coast region of Texas and includes student demographics, number of library instruction sessions, course completion and success rates, and retention and persistence rates. Library instruction served as the environment based on Astin's model. Student demographics served as the inputs. The data was analyzed to see if there was a statistically significant difference in the outputs, course success, persistence, and retention between students that participated in an information literacy instruction session led by a degreed librarian and students that did not participate in an information literacy instruction session led by a degreed librarian. [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.]