Higher education has established a historical base of research related to college student retention. This essay examines research especially focused on the retention of community college students who have been underrepresented in the literature (Fong et al., 2017). Retention equates to success. The essay reviews developmental instruction, personality characteristics, faculty and support staff challenges, financial support, intervention, and institutional attachment. Recommendations focus on developing institutional attachment, as it represents the single strongest predictor of retention (Crede & Niehorster, 2012). This includes understanding the role of developmental instruction, the paradoxical faculty/staff-student relationship, embedding retention efforts within classes, developing a specific intervention for minority and working-class students, addressing finances, and gaining a better understanding of attrition. Students need to view college as an experience rather than as a collection of courses.