This study examines second-term and second-year persistence of 19,489 freshmen at American River College (ARC), a large, urban, public community college near Sacramento, California. Academic and non-academic characteristics are compared between first year dropouts and those students that enroll one year after the first fall term at ARC for two cohorts: recent high school graduates and other first-time freshmen. Findings show the most distinguishing characteristic freshmen dropouts share is low academic performance as measured by grade distribution and overall course success. Based on previous research on student support programs such as Beacon and Reading Across the Disciplines, the author recommends applying How to Learn strategies across the curriculum to improve student persistence and student success. (Contains 3 tables and 6 figures.)