It has been demonstrated that obtaining a postsecondary degree has a variety of financial and social advantages. This quantitative study sought to explore the impact of Pell Grant receipt on retention and completion in a community college. Pell status and rurality, as well as Pell status and race, were examined in further detail. The findings indicated that Pell eligibility had a negligible effect on observed academic achievements and a student's intention to finish postsecondary credential aspirations. This study suggests that family support was a more impactful variable in a student's intention to credential attainment than Pell status. Colleges should build and extend services to replicate the family support network of students in order to increase their academic achievement. [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.]