The purpose of this qualitative descriptive study was to understand how 11 adult learners with ADHD described the academic, social, and institutional factors that influence their persistence at one community college in Arizona. The research questions asked study participants to describe their academic, social, and institutional experiences in community college that contributed to their academic persistence. Data was collected through semi-structured open-ended interviews based on interviews as well as written narratives. The theoretical framework was Tinto's theory that college students persisted through academic experiences and social integration with the college. This study addressed the claims of Tinto's theory by obtaining descriptive data from a previously unexamined population who reported that they persisted at community college without bonding to the institution. Data were coded for recurring themes using the Colorafi and Evans' eight-step method of data analysis. Four themes and one subtheme emerged. The themes showed a complicated experience with ADHD where study participants did not form strong bonds. The findings suggest that educational policy makers and community college leaders could benefit from understanding how these themes impact students with ADHD who enroll in community college. This study will advance scientific knowledge about students with ADHD regarding the academic, social, and institutional factors that influence persistence in community college. [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.]