This study compared persistence rates and academic performance between community college students in traditional classes prior to a college-wide tablet initiative, and community college students using tablets at the same community college following a college-wide tablet initiative. The business problem addressed in this research is the low levels of student persistence and attainment at community colleges. As performance-based funding initiatives become more prevalent, community colleges must define strategies to improve student persistence and graduation rates to survive. This quantitative research collected data from a population of students in a rural Tennessee community college with 7,500 students both before and after a college-wide iPad tablet initiative. This study collected a combination of archival and secondary student survey data. Archival data including demographics, attendance, and student GPA was collected from both students enrolled prior to the tablet implementation, as well as students attending classes during the first year of tablet implementation. The secondary survey data was collected from a survey of student tablet users following tablet implementation. The archival data was analyzed using an ANOVA and found a statistically significant difference in community college student persistence between students in traditional classes and students using tablets. An ANOVA could not be used to compare student performance between the two groups due to a violation of assumptions, therefore, these results were inconclusive. The secondary survey data was also analyzed through a multiple regression and determined that the level of perceived task-technology fit was significantly related to a combination of variables including of iPad familiarity, iPad skill, iPad training, iPad comfort, and frequency of iPad use for schoolwork at p = or < 0.05. The knowledge gained in this research provides additional support for the task-technology fit model and suggests the use of tablet technology in community colleges may promote student persistence and engagement to boost community college performance metrics that may ensure adequate institutional funding in the future. [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.]