The future of the workforce requires post-secondary education and the ability to effectively use technology. Technology has become an integral part of education, business, and daily life. Yet, there remains a digital divide for many individuals. Increasingly, community colleges are using technology in the classroom and as part of the processes required to complete college. However, many students do not have access to the technology resources they need to complete college and compete in today's workforce. The pandemic increased the amount of technology used in higher education and cast a spotlight on the digital divide. This study explores the impact of loaning a laptop computer to students at a North Carolina community college. This study is important because it is necessary to understand the impact of providing technology to students in helping to close the digital divide and improve student outcomes. Currently, there is limited research into the impact of providing technology resources to community college students. Much of the research to date has focused on K-12 one-to-one programs or technology access programs in the four-year space. Research in the K-12 space has shown that one-to-one programs often have a positive impact on student engagement and academic outcomes. In community colleges, literature has explored the impact of student support services on student outcomes in areas such as last dollar promise programs. The major research questions of this study examine the impact on performance, retention, and completion for those students who chose to participate in the laptop loan program compared to students who chose not to participate. Research results could help impact the development of similar programs, inform funding opportunities to increase technology access, and help close the digital divide. The population for this study consisted of students from a medium to large suburban community college in North Carolina. The college annually serves roughly 20,000 students across a range of curricula, technical, workforce, and transfer programs. The data for this study includes students who were enrolled between the spring of 2020 and the fall of 2022. Students varied in age, gender, race/ethnicity, program, economic status, and other areas. Students self-selected into the laptop loan program and either chose to participate or not participate while enrolled in at least one curriculum course at the college. The study utilizes propensity score matching to study the impact on outcomes of providing a loaner laptop computer to students. Treatment and control groups were created by analyzing multiple matching models and then determining the strongest match. Logistic regression results indicate the strongest overall match on predictors: gender, age, identifying as Black, Hispanic, or White, receiving Pell, enrolled in a transfer program, enrollment status (fulltime or part-time), and enrolled in a summer course. The model was statistically reliable in predicting membership in the treatment and control groups. The findings of the study indicate that students who participate in the laptop loan program retain at a higher rate, attempt more credits, complete more credits, and take more course sections than students who do not. However, students who participate in the program had a lower GPA than students who did not participate in the program. A limitation of the study is that enough time has not passed to reliably observe the impact of participation on completion of a degree, diploma, or certificate. Future research is needed to determine if results hold true at other community colleges as well as the impact of the program on awards earned long-term. [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.]