This study examined the academic persistence of student fathers at a Texas community college through a single-site case study approach. Two key research questions guided the inquiry: (1) How did the community college describe its efforts to support academic persistence for student fathers? (2) What factors did student fathers perceive as influencing their academic persistence? The research used qualitative methods, including semistructured interviews with faculty, staff, and student fathers, alongside document analysis. This multifaceted data collection strategy allowed for a comprehensive examination of both individual experiences and the institutional framework. Findings revealed that student fathers face significant challenges in balancing academic and life responsibilities, childcare, financial strain, and mental wellness concerns being prominent issues. While the institution acknowledges these challenges, its support structures are often misaligned with the actual needs of student fathers. Despite this, student fathers reported positive relationships with faculty, though they remain hesitant to use institutional resources. The study concluded a disconnect exists between student fathers' perceived and actual needs, highlighting the necessity for tailored outreach, more flexible support services, enhanced childcare provisions, mentorship opportunities, and the appointment of a dedicated student-parent liaison. These findings suggest that institutions must adapt their support systems to better meet the unique needs of student fathers to promote academic 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.]