Student retention rates in higher education have been a focus of study for decades, yet the problem of low student retention still exists, particularly among community college students. While student retention has not been empirically investigated among community college students in language courses, the specific problem of low course-level retention has been identified in first-semester language courses at a large community college in the Southwest. This quantitative correlational study utilized secondary archival data to investigate whether student demographic characteristics and in-college attributes are significantly associated course-level student retention in a community college introductory Spanish course. Course-level retention was operationalized as successful completion of the course with an A, B, C, or P (passing). A dataset of 291 student records from the spring 2014 semester was utilized to investigate the relationship between the predictor variables (age, ethnicity, financial aid status, first-generation status, gender, academic load, cumulative GPA, course modality, developmental coursework, and term taken) and the outcome variable (course-level retention). Pearson and Spearman rank correlations and logistic regression were used to test the study hypotheses. Statistically significant positive and weak correlations were found with student gender, the ethnicities of Hispanic or "Other," and hybrid modality. Positive and moderate correlations were indicated with GPA and academic load. Negative and weak correlations were indicated with Black ethnicity and developmental English coursework. Logistic regression analysis conducted using the predictor variables found significantly correlated to retention showed statistical significance for academic load, GPA, and developmental English coursework. This overall logistic regression model was found to achieve statistical significance (p < 0.001), with the two pseudo R-squared measures indicating a range of 0.37 to 0.49. This study helps to fill a gap in research centered on the retention of community college students in introductory language courses. The results can also inform policy and practices at the research site. Future research is recommended: to replicate this study in other languages and at similar institutions, to use a longitudinal approach to investigate longer-term retention, and to incorporate a qualitative component for building a more comprehensive predictive model for course-level retention. [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.]