Community college libraries exist to support institutional outcomes. One such outcome is student retention. This study's purpose was to fill the gap in the literature at the community college level, proposing that a model including all library service use types would explain variance in student retention beyond that explained by total library financial expenditure. Services included were numbers of physical materials circulated, digital books circulated, e-serials used, reference transactions, library presentations, attendees at presentations, gate counts, and interlibrary loan materials borrowed. Additionally, it was proposed that the relationship between gate counts of physical entry into the library and student retention would be moderated by ratios of nontraditional students attending colleges and Pell Grants awarded. The study uses 2018-2019 fiscal year data obtained from the ACRL Annual survey and IPEDS. A multiple regression analysis found no relationships between the service use model and retention. No relationships were found between any independent variable in the study and student retention, nor was any moderation detected. It was proposed that a feedback loop may exist at community colleges that divorces library activity from institution level student retention outcomes. Such a feedback loop has been untested in the literature, and further research is suggested. [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.]