Community colleges and community college counselors have a vital role in degree attainment in the United States (Ma & Baum, 2016). Community colleges are responsible for educating approximately 40% of all college attending students (American Association of Community Colleges [AACC], 2017). Community college counselors are the third largest group of professional counselors employed in educational settings in the United States (Bureau of Labor Statistics [BLS], 2016). Despite the significant role of community colleges and community college counselors, there is a lack of research focused exclusively on community college students and community college counselors. Specifically, research is needed to explore community college student persistence (Chen & Simone, 2016) and the role of community college counselors in improving student persistence (Bigard, 2009; Epstein, 2015). The purpose of the current study was to explore the impact of a community college counselor-led classroom-based intervention focused on developing community college students' non-cognitive learning strategies. The intervention was intended to positively impact students' persistence rates and academic performance, and to increase the awareness of community college counselors. The classroom-based intervention included a total of five lessons and was delivered during the fall semester at multiple campus locations of a community college located in the Rocky Mountain region of the United States. The researcher incorporated Tinto's theory of student integration (1993) and Weinstein's model of strategic learning (Weinstein & Acee, 2013) as the theoretical foundation of the classroom-based intervention. A total of 75 students participated in the quasi-experimental study designed to compare groups of students enrolled in ten college composition and reading (CCR) developmental education classes. The experimental group participated in the community college, counselor-led, classroom-based intervention which included a pre- and post-test of the Learning and Study Strategies Inventory (LASSI) by Weinstein, Palmer, and Acee (2016) and five additional lessons focused on non-cognitive skills conducive to academic success (McKay, Michael & Khudododov, 2016). The control group received the LASSI pre- and post-test only. The researcher examined the differences between groups of five dependent variables including student persistence rates, earned class grade, semester GPA (SGPA), and post-test scores of the LASSI constructs of "Will and Self-Regulation." The results of the study demonstrated a significant difference in SGPA as the researcher observed the experimental group had an overall higher mean SGPA when compared to the participants assigned to the control group. The remaining dependent variables of persistence rates, class grade, Will, and Self-Regulation were not statistically significant. Based on these findings, the researcher provides a discussion of community college counseling, factors contributing to community college student success, and implications for counselor educators. [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/en-US/products/dissertations/individuals.shtml.]