With 1,132 community colleges in the United States (American Association of Community Colleges [AACC], 2014), community colleges have played a critical role in educating America's workforce. It has been estimated that community colleges educate nearly half of all undergraduate students in the United States (Everett, 2015). Although community colleges have been known for providing access and have created post-secondary opportunities for many, completion rates have remained low (Jenkins & Cho, 2012). As a result, improving the completion rates of community college students has been a priority. The aim of this study was to determine if Credit for Prior Learning has been a successful strategy for improving the persistence, GPA, completion, and time toward degree completion for students who have been awarded CPL compared to students without CPL. The data for this study are based on focus group interviews and secondary data collected by the College's Institutional Effectiveness Office. The conclusion suggests that CPL has the potential to be a valuable strategy for improving student outcomes. [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.]