This study contrasts the socio-economic characteristics of students enrolled at a suburban community college who graduated or transferred to a college or university with the characteristics of those students who did not persist to graduate or transfer to a four year college program. Identified characteristics that could serve as reliable predictors of non-persistence, defined by either non-graduating or non-transferring to a four-year institution, were student median household income; household income levels of student's home community; eligibility for Tuition Assistance Program (TAP); eligibility for Pell Grants; enrolled in remedial or Basic Education classes; and census data by zip code of education attainment. Revealed were differences between those who graduated or transferred out to four year colleges and nonpersisters who were enrolled in remedial education and who came from zip codes of communities with higher household poverty levels. These students typically attend community college on a less than full time basis which makes them ineligible for either Pell Grants or TAP. Among these non-persisters are 18-year old, first time in college, Black and Hispanic males who represent significantly higher enrollment in remedial education. Additionally, GED recipients who were non-persisters were four times greater than GED recipients who graduated or transferred out. Strong associations existed between a lack of persistence among students who did not graduate or transfer and those who were Pell Grants recipients and tested into remedial and Basic Education Programs. Stronger associations existed between non-persistence in graduating or transferring out Pell Grants recipients and communities with higher levels of household poverty income. A stepwise multiple regression indicated that remedial level and enrollment in Basic Education Program were predictors of non-persistance.