Persistence and graduation rates for community college students are consistently low. Adverse childhood experiences (ACEs) and other traumatic experiences have an impact on community college students' academic success; however, trauma should not be approached from a deficit standpoint. Individuals can bounce back and achieve as resilient learners with the support from their community. In this study, I explored the perceived challenges and sources of encouragement for community college students and alumni to persist through a framework of resilience. Specifically, I aimed to discover participants' histories of trauma and overall resilience by measuring their perceptions of internal and external protective factors linked to resilience: (a) adaptability, (b) emotion regulation, (c) optimism, (d) self-efficacy, and (e) social support (DeSimone et al., 2017). In addition, participants' perceptions of Masten's (2009) three fundamental strategies to promote resilience, (a) reduce risk exposure, (b) increase resources and assets, and (c) mobilize and facilitate powerful protective systems, were examined. The study revealed four key themes impacting student persistence: (a) the importance of maintaining mental health, (b) challenges from basic needs insecurities, (c) having a mentor/support person as a source of encouragement, and (d) benefits of support programs and student engagement as protective systems that promote resilience. [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.]