This study examined the factors that lead to student completion for part-time, post-traditional community college students (PTS). Research identified the environmental experiences and common characteristics of the student population using a sequential, exploratory research design. The qualitative segment of the study utilized a holistic, single-case study design, whereas the quantitative portion evaluated archival quantitative data from a 2013-2015 graduating cohort. In addition, the study explored the success of PTS enrolled in structured academic programs. The majority of students in the cohort were female, over the age of 35, White, low income, receiving some form of financial aid, not first generation to college or unknown, and did not require developmental education courses. More than half of the graduates earned a degree, not a certificate. Among the environmental experiences, the only significant factor appeared to be the use of an academic advisor. Supporting these data were individual interviews which indicated academic advising, or some form of mentorship coupled with a high level of self-motivation, led to success and completion. Additionally, the study determined that there is a significant difference between students who are enrolled in a structured academic program versus a non-structured academic program. The study was concluded with recommendations for further research on students not well represented in the sample and the number of credits earned by cohort participants. [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.]