For many students at community colleges, finding a path to degree completion is the equivalent of navigating a shapeless river on a dark night. While academic preparation and financial supports are critical components of student success, subtle institutional features may also play an important role. This paper thus reviews the evidence for what is called the "structure hypothesis: that community college students will be more likely to persist and succeed in programs that are tightly and consciously structured, with relatively little room for individuals to unintentionally deviate from paths toward completion, and with limited bureaucratic obstacles for students to circumnavigate". This review of the literature inside and outside of higher education suggests that the lack of structure in many community colleges is likely to result in less-than-optimal decisions by students about whether and how to persist toward a credential. Though there is no silver-bullet intervention to address this problem, this paper highlights several promising programs and suggests directions for future experimentation and research. (Contains 8 footnotes.)