Many community college students in the U.S. do not complete a credential or degree, thus facing dramatically reduced earning potential (Levesque, 2018). The purpose of this study was to understand and examine why students drop out with the intent of developing practical and feasible solutions to prevent them from dropping out. This Action Research study took place at a rural community college in Oklahoma. In Cycle 1, interviews with students, faculty, staff, advisors, and administrators were conducted and analyzed. Findings revealed that there are many factors (e.g., financial burdens, time management skills, health related issues, lack of guidance/mentorship) for students at community colleges which eventually led them to drop out. Findings in Cycle 1 indicated that one approach to retaining students was to implement a peer mentoring program at the research site. Action steps were designed, implemented, and evaluated in Cycle 2 study to implement a peer mentoring project in concert with Phi Theta Kappa (PTK) Honor Society intending to assist students to grow mentally and academically. The study concluded that this research project successfully served as a platform for both student mentors and mentees to learn from each other, communicate with each other, and encourage each other during the period of COVID-19 pandemic. Implications for the institution included the contribution to social justice for the underserved students by being a scholar practitioner to study the issue of college dropout and being a change agent to seek solutions. [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.]