Researchers continue to examine psychological safety and its impact on individual performance in both work and learning environments. Psychological safety in the learning environment reduces perceived learning threats and barriers while also promoting an atmosphere that increases engagement and commitment to learning roles. Growing evidence indicates that a lack of psychological safety within educational environments can negatively impact student learning performance and outcomes. Thus, given the substantial number of students enrolling in the community college system, the need to improve student retention and completion rates and provide safe learning environments is of high significance. The purpose of the quantitative correlational study was to determine the extent to which there was a correlation between psychological safety and academic performance among full-time community college students in the western region of the United States, and if any such correlation differs by gender. A quantitative research method was conducted on psychological safety and academic performance. The theoretical framework best fitting for this research was social learning theory and social cognitive theory. These findings of this study provide divergent evidence from prior studies. The results show no statistically significant correlation between psychological safety and academic performance in full-time community college students (rS = 0.073, p =0.204). Additionally, there was no statistically significant difference in the correlation between psychological safety and academic performance for male (rS = 0.166, p = 0.178) and female (rS = 0.041, p = 0.523) full-time community college students. These findings provide new information on the research gap. [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.]