Community colleges have long focused on preparing graduates for well-paid careers in middle-skill jobs, playing an important democratizing role in American society. Community colleges enroll 47% of the total students enrolled in undergraduate studies in the United States (Bers & Schuetz, 2014, p. 1). This systematic review examines the relationship between the receipt of a short belonging intervention and student success as measured by persistence to the next term, term GPA, and course withdrawal rate. The intervention group consisted of 210 new, returning, and transfer students enrolling in a college credential program for the summer term of 2021 at a community college in the northwestern corner of South Carolina. The control group was composed of new, returning, and transfer students in the summer of 2020. The results of this study suggest no statistically significant difference in the persistence, first-term grade point average (GPA), or course withdrawal rates at the end of the first term for the intervention cohort. However, results indicate receipt of the intervention does no harm, and there is evidence of an improvement in persistence for some demographic groups. Practical implications for institutions and institutional leaders seeking to improve student success are discussed. [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.]