Over the past two decades, two-year colleges have seen a dramatic increase in enrollment rates of Black students. However, while two-year colleges have seen a rise in graduation rates of Hispanics, Asians, and White students, two-year colleges have not seen an increase in the graduation rates for Black students. The problem addressed in this study was that the graduation rates of Black students at two-year colleges are significantly lower than the graduation rates of Hispanic students, Asian students, and White students. The purpose of this exploratory case study was to explore the perspectives of Black students at two-year colleges regarding the factors that most positively and negatively impact their persistence toward college completion. The theoretical framework for this study was based on an integration of Tinto's theory of student departure and Braxton's theory of student departure in commuter colleges. In this qualitative methodology and exploratory case study design, data was collected through one-on-one interviews with 10 participants. Based on data analysis, the findings of this study revealed that college community academic and nonacademic resources such as support systems, diversity and inclusion, student engagement and involvement, support services and personal attributes play a critical role in the persistence of Black students. A recommendation for practice is that institutions should consciously cultivate an educational environment that embraces and respects individuals from every ethnic and cultural background. Recommendations for future research include an extensive mixed methods study that provides for more than one geographical and larger sample size of Black students enrolled in different institutions. [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.]