Student retention is a critical factor in higher education that impacts many essential areas. However, the average retention rate among community college students within their first year is only 61%. In addition, demographics for community college students demonstrate the challenges students encounter; for example, over 60% are employed, and 65% are only part-time students. Thus, community college students have multiple responsibilities, competing for their time and efforts. Astin (1984) states that time is a student's most precious resource, and the more students are physically and psychologically invested in their academic pursuits, the more successful they will be. Community college students demonstrate their need for support in maintaining their goals through the frequency of academic professional and student interactions. An academic professional helps students create detailed academic plans, develop a career path, and balance their schedules. The current nonexperimental quantitative study aimed to test Astin's theory of student involvement by examining the frequency of interactions between academic professionals and first-time-in-college (FTIC) adult community college students related to student academic achievement, student engagement, and student retention. The study also analyzed the significance of group differences between traditional and nontraditional students utilizing archival data for FTIC adult community college students registered from fall 2018 to fall 2022 to conduct the investigation. Question one results indicated significant findings regarding the quantitative relationship between the frequency of academic professional interactions and the success of adult community college students; however, the analysis also revealed a weak linear correlation with a small effect size. Furthermore, question two results indicated significant findings regarding the difference between traditional and nontraditional students in terms of frequency and modality in academic support service usage; nevertheless, the results also revealed a small effect size. The educational implications demonstrate that academic professionals can effectively influence the specific developmental objectives that help students achieve their academic goals. Furthermore, administrators and policymakers might benefit from insightful data regarding academic professional and student interactions at the community college level. Although community colleges offer different on-campus benefits than four-year universities, two-year institutions can use their strengths to improve retention rates and prepare students for future endeavors. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]