The purpose of this study was to gain an understanding of the perceptions of underprepared college students who had participated in a first-year learning community at an urban, culturally diverse, commuter campus in the southeastern United States. Perceptions of graduates and those who earned at least 30 college-level credit hours were compared to their learning community peers who did not persist and had dropped out of college. A total of 22 students participated: 6 graduates, 12 persisters, and 4 dropouts. The factors included personal attributes, support systems, and other characteristics. Findings suggested the following ways to enhance the academic experience of underprepared college students: (a) include critical pedagogy, (b) integrate cocurricular activities with the academic disciplines, and (c) increase student-faculty interaction. (Contains 3 tables and 1 figure.)