This qualitative phenomenological study aimed to explore community college graduate lived experience as it relates to retention and persistence. Data was collected from 15 California community college graduates from multiple community colleges who earned an associate's degree and were 18 years of age or older. Collecting participant data provided insight directly from California community college graduates regarding their perceived lived experience with retention and persistence. The data was collected through one-on-one interviews using a semi-structured interview protocol. The themes and subtheme in this study offered insight into each participant's lived experiences with the phenomenon. The four themes that emerged from the data were (a) Role of the Professor, (b) Sense of Belonging, (c) Importance of College Support Services, and (d) Peer Support. The subtheme that emerged from the data was family influence. The following three recommendations were made in this study to improve practice in community colleges: Provide professional development for professors on how to create a sense of belonging inside the classroom and on how to integrate group projects into their curriculum, redesign student support services by creating a peer-to-peer mentoring program and success coaching program and include the students' family in the college community. This study highlights solutions that could assist community college leaders with retaining and persisting their students. [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.]