An anti-deficit approach was used to address the problem of low associate degree completion rates for Black male community college students. The purpose of this qualitative single exploratory case study was to examine the perceptions of Black male community college students regarding the non-cognitive and environmental factors that influence their persistence. The conceptual framework for this study consisted of the Five Domains Conceptual Model of Black Male Success in the Community College and the Socio-Ecological Outcomes Model for Student Experiences of Men of Color. A total of 19 Black males that attended 12 community colleges in five states participated in this study. Data were collected using three methods--focus groups, semi-structured interviews, and field notes--then transcribed, member-checked, and coded to uncover themes. Research Question 1 asked about the non-cognitive factors that influenced persistence for this group and Research Question 2 asked about the environmental factors. The results indicate the non-cognitive factors of motivation, growth mindset, confidence, responsibility, focus, and knowledge acquisition behaviors influence persistence. The results indicate the environmental factors of financial strain, pervasive life stress, and steady support from family and friends influence persistence. Recommendations for practice include the development of programs that support internal motivation and motivational momentum, the inclusion of self-regulatory learning strategies into foundational courses required for the associate degree, and a three-tiered approach to assist students in dealing with life stress. Recommendations for future research include the initiation of a qualitative grounded theory study to construct a new model of Black male community college persistence, followed by quantitative path analysis to determine fit, and a longitudinal mixed-methods study to investigate the development and utilization of non-cognitive factors during community college and beyond. [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.]