Many community colleges receive performance-based funding; therefore, many of these colleges have implemented student success courses in an effort to increase persistence and completion. The purpose of this quantitative study was to examine the influence of the student success courses on persistence at Ivy Tech Community College. This study focused on students who successfully completed the student success course during their first semester, students who unsuccessfully completed the student success course during their first semester, and students who did not take the student success course during their first semester. By investigating any differences that existed, this study potentially filled gaps in the literature that specifically relate to community colleges. Data from an existing group of Ivy Tech Community College students were analyzed ex post facto. This included data from fall 2019 through fall 2020 semesters. Semester-to-semester and academic-year-to-academic year persistence were reviewed. Furthermore, certain student characteristics such as age, ethnicity, and enrollment status were reviewed to provide insight into the effects on persistence. Chi-square tests of independence and logistic regression were utilized. The results and findings were reported and discussed. Suggestions for future research were provided as well. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]