Aligned with the American Association of Community College's 21st Century Initiative for community college completion, coaching has emerged in higher education as a promising practice in student support services, credited with increasing student progress, retention, and completion. Though a relatively new service compared to such student support services as counseling and advising, hundreds of colleges and universities have implemented coaching programs. However, little is known about the practice of coaching, including the frequency, nature, and modes of contact as they relate to student perseverance and degree or certificate completion. This study fills this gap in the literature using data analysis from 5,808 students from 15 Ohio-based community colleges engaged in the Ohio Association of Community Colleges Coaches Program and framed by Astin's Theory of Involvement and Bourdieu's Social Capital Theory. Results of the study found 17 of 52 variables influenced the study's criterion variable, credit-hour completion. The large sample population and multi-campus nature of this study contributes to the literature and adds significantly to the discussion on the impact of academic success coaching in higher education. [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.]