California community colleges make higher education accessible for all; however, nearly half its students fail to achieve their goal of degree completion. Based upon the recommendations of the Student Success Task Force, the California legislature passed the Seymour-Campbell Student Success Act of 2012, requiring that all incoming community college students participate in orientation, assessment, and student education planning. This case study examined the impact of these services at the Contra Costa Community College District, and provides the district with recommendations for coordinating and structuring student support services to promote the greatest likelihood for successful student outcomes. Using logistic regression analysis, factors predicting students' completion of a degree, certificate, or transfer-prepared status were identified. Subsequent analyses identified differences in how support services influence completion for students from identified underrepresented groups. Findings revealed that the mandated services of student education planning and counseling services predicted student completion for all groups, as did full-time and continuous enrollment. Findings align with recent changes in how the district provides student support services. The case study provides district leaders with recommendations for allocating resources in a way that fosters student success. [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.]