Community colleges are more likely to serve student populations commonly categorized as at-risk, including students attending part-time, students from lower-income groups, or underprepared students. Each year, over 2,000,000 community college students are considered underprepared and enroll in remedial or developmental education courses. Furthermore, students who require remediation in math drop out of college at higher rates than students who do not require remediation. The purpose of this quantitative causal-comparative study was to examine the relationship between the academic achievement and persistence of 286 students who (a) enrolled in a developmental education math course for the third time or more due to prior unsuccessful attempts and (b) participated in an academic coaching program at a community college. Students' academic achievement and persistence were examined through analyzing the final developmental education math course grade, completion of college-level math, and completion of a credential. The data analysis controlled for variables such as gender, age, ethnicity, enrollment status, Pell grant eligibility, and math level. Statistical Package for Social Science (SPSS) computer software was used to analyze the study data. Findings indicated a statistically significant positive relationship between students enrolled in the upper level of developmental education math and the recommended number of academic coaching sessions attended. The study indicated that the disaggregated demographic variables relative to race, gender, enrollment status, and Pell grant eligibility were not statistically significant in examining the relationship between academic coaching and academic achievement and persistence. [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.]