The purpose of this quantitative, non-experimental, cross-sectional, ex-post facto data study was to examine factors related to community college students who enrolled in developmental English and/or enrolled in combined developmental English and reading courses persistence and engagement at urban community colleges. The dependent variables included active and collaborative learning, student-faculty interaction, and support for learners, college experience, and educational experience. The independent variables included demographic characteristics (gender, race/ethnicity, age, first-generation status, enrollment status, employment status, parental responsibility, financial independence, ESL status). This study incorporated four theories: Alexander Astin's, 1984, Student Involvement Theory; John Bean and Shevawn Bogdan Eaton's, 2001, Psychological Model of Student Retention; Vincent Tinto, 1987, 1993, Theory of Student Departure; and George Kuh's, 2008, Student Engagement Theory. These researchers are valued theorists in the area of student retention and engagement. The researcher was interested in determining strategies from the current research that would assist the state of community college students enrolled in developmental education, as well as their retention and engagement. Finally, the major findings in this study along with the recommendations for professional practices and further research 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.]