More African Americans have enrolled into higher education; however, persistence in school has remained a challenge, especially in community college. Many African American students have been required to take remedial education to remedy deficits, but research on effectiveness of these courses remains unclear. Academic and social integration--increased student involvement on campus, with students, and with faculty--has been found to increase persistence. Critics have argued this theory does not apply well to non-traditional students. Using a cross-sectional survey design, this research tested this theory on a sample of 239 community college students taking developmental education courses. The study hypothesized that academic and social integration predicted student intention to re-enroll. Findings offered limited support of the model. Implications were discussed.