This dissertation examined the relationship between participation in an academic coaching program and retention for community college students enrolled in developmental education courses. With low retention and completion rates for students beginning in developmental courses, support programs to improve student success are needed. This quantitative study examines the participation in an academic coaching program and student retention in both the short-term and the long-term as well as the effect of the level of program participation on retention. Data was collected on over 8,000 students attending a community college who were enrolled in a developmental education course. The quantitative analysis included chi-square tests and logistic regression. The results of the study show students in developmental education courses who participated in the academic coaching program were retained at a higher rate in both the short-term and long-term as well as the more interactions between the coach and student, the higher rate of retention. However, the study did not suggest improved retention related to a specific student characteristic thus the program did not help close the achievement gap for high risk populations. The research study supports participation in the academic coaching program does have a positive relationship with student retention but additional support is needed for high risk student populations. [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.]