Many institutions of higher education offer research opportunities for undergraduates, but community college students often do not get to benefit from this high-impact educational practice. There are several reasons for this problem, including that community college faculty and students have limited time availability for research and the mission is teaching centered. Offering course-based undergraduate research experiences (CUREs), in which students gain authentic research experience as part of an ordinary college course, is one effective way to enable more students to benefit from participation in undergraduate research programs. I conducted a program evaluation of a CURE program at an urban community college in the northeastern United States. A quasi-experimental research design was employed to analyze student success factors and demographic differences between students in CUREs and similar non-CURE sections and between CUREs and the traditional apprenticeship model where students work individually with a professor on research. Results indicated that first-year students and students of color are more likely to participate in CUREs compared to the apprenticeship model. Contrary to prior research, there were no statistically significant differences between persistence rates and cumulative grade point average for students in CUREs versus non-CURE sections. Program recommendations and resources for new or existing undergraduate research programs are provided. [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.]