The purpose of this quantitative correlational study was to determine if, and to what extent, community college first-year learners' (FYL) selection of the mode of instruction (MOI), online courses (OLC) or face-to-face courses (FTFC), is related to their persistence into a second year or their academic success within a southern California community college. The theoretical foundation for the current study was the composite persistence theory. The researcher sought to answer questions of to what extent community college FYLs' selection of the MOI is related to persistence into a second year as well as to what extent community college FYLs' selection of the MOI is related to academic success. The sample was 9,573 students who were enrolled in the 2018-2019 academic term within one California community college. Data were collected from a single comprehensive database regarding MOI, persistence, and academic success. The data were coded in terms of the variables of interest using descriptive statistics. Hypothesis testing was carried out using a chi-square test for Research Question 1 and a point-biserial correlation coefficient for Research Question 2. The results of the chi-square test showed there was no significant relationship (X2(1) = 0.02, p = 0.89) between MOI and persistence into a second year among community college FYL. Results of the point-biserial correlation analysis showed there was also no significant relationship (r(9570 ) = 0.01, p = 0.62) between MOI and academic success among community college FYL. Additional research is needed to identify what student characteristics may be most influential in examining student persistence in online courses. [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.]