Most research about college students concentrates on credit students, with relatively little research focusing on noncredit students and why some transition from noncredit courses into credit classes. This dissertation research examined factors that may contribute to students transitioning from noncredit courses into credit classes at Mississippi community colleges. This research attempted to identify whether gender, age, race/ethnicity, or level of education predicted whether students were more likely to transition from noncredit courses into credit classes. Archival data were also analyzed in an attempt to determine whether employment status, types of noncredit training courses attended, or credit classes selected were identified with noncredit students likely to enroll in credit classes. Mississippi community college students were surveyed to examine their perceptions of institutional support and college recruitment efforts, employer funding, and students' employment objectives. This research suggested although fewer women than men attended noncredit courses, they were more likely than men to transfer into credit classes. Younger students and students who had previously attended credit classes were also more likely to transition into credit classes. Students taking health-related courses were significantly more likely to take credit classes, and many students reported transitioning to change jobs or occupations. [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.]